Fluency instruction is a crucial part
of any guided reading lesson. The
National Reading Panel Report named fluency a key element of reading which
brought it to the forefront of reading instruction. Soon after, fluency assessments measuring
rate and accuracy became widely used.
According to Raninski (2012) “Authentic fluency”, he says “is reading
with and for meaning.” (p. 517). Reading
fluency involves the ability to read text smoothly and at a reasonable
rate. A fluent reader is able to read
effortlessly with speed, accuracy, and proper expression as though they are
speaking. Because their reading is
automatic, fluent readers are able to focus their attention on the ideas in the
text and comprehend the author's message.
Good reading instruction will notice and strive to support less fluent
readers. These readers struggle through
the text by reading word-by-word; their reading is very labored. The student must focus most of their
attention on decoding the words, therefore comprehension often suffers.
Comprehension can be virtually ignored when readers must devote most of their
mental energies on decoding words.
Fluency can be considered the bridge between word recognition and
comprehension.
Oral language development is essential for English Language Learners. Instruction in fluency can be particularly beneficial for these students because activities designed to enhance fluency in reading can also contribute to this development. As students practice reading English text accurately, automatically, and with expression, they are gaining valuable information about the sounds of spoken English, and they are also developing vocabulary skills that can contribute to oral language fluency, as well as reading and listening comprehension.
The skills fluent readers possess include the following, automatically translating letters to sounds to words effortlessly and accurately, use proper intonation or expression and attain appropriate reading speed. If a student is not skillful in these areas there are several strategies a teacher can use to help support instruction.
· Model fluent reading
· Repeated Readings
· Choral Reading
· Buddy Reading
· Tape recorded readings
In addition to these items, there are plenty of specific strategies that can be used to help increase students’ fluency. Marcell and Farraro highlight a superhero strategy in the article So Long, Robot Reader!: A Superhero Intervention Plan for Improving Fluency (2013). According to this article, a teacher can use a superhero intervention plan for improving fluency by introducing students to Poetry Power Man and his friends, Super Scooper, Expression Man, and Captain Comprehension. Each superhero has a mission to fight for fluency in what the author has deemed REAL (rate, expression, accuracy, and learning) reading.
Websites
http://www.readingrockets.org/article/what-works-fluency-instruction
https://www.readinga-z.com/fluency/
http://www.busyteacherscafe.com/literacy/fluency.html
http://www.poetry4kids.com/
Documents
Super Hero
Rubrics
References
Marcell, B. & Ferraro, C. (2013). So Long, Robot Reader!: A Superhero Intervention Plan for Improving Fluency. The Reading Teacher, 66(8), 607–614. doi: 10.1002/trtr.1165
Rasinski, T.V. (2012). Why reading fluency should be hot! The Reading Teacher, 65(8), 516-522. Doi:10.1002/TRTR.01077
Oral language development is essential for English Language Learners. Instruction in fluency can be particularly beneficial for these students because activities designed to enhance fluency in reading can also contribute to this development. As students practice reading English text accurately, automatically, and with expression, they are gaining valuable information about the sounds of spoken English, and they are also developing vocabulary skills that can contribute to oral language fluency, as well as reading and listening comprehension.
The skills fluent readers possess include the following, automatically translating letters to sounds to words effortlessly and accurately, use proper intonation or expression and attain appropriate reading speed. If a student is not skillful in these areas there are several strategies a teacher can use to help support instruction.
· Model fluent reading
· Repeated Readings
· Choral Reading
· Buddy Reading
· Tape recorded readings
In addition to these items, there are plenty of specific strategies that can be used to help increase students’ fluency. Marcell and Farraro highlight a superhero strategy in the article So Long, Robot Reader!: A Superhero Intervention Plan for Improving Fluency (2013). According to this article, a teacher can use a superhero intervention plan for improving fluency by introducing students to Poetry Power Man and his friends, Super Scooper, Expression Man, and Captain Comprehension. Each superhero has a mission to fight for fluency in what the author has deemed REAL (rate, expression, accuracy, and learning) reading.
Websites
http://www.readingrockets.org/article/what-works-fluency-instruction
https://www.readinga-z.com/fluency/
http://www.busyteacherscafe.com/literacy/fluency.html
http://www.poetry4kids.com/
Documents
Super Hero
Rubrics
References
Marcell, B. & Ferraro, C. (2013). So Long, Robot Reader!: A Superhero Intervention Plan for Improving Fluency. The Reading Teacher, 66(8), 607–614. doi: 10.1002/trtr.1165
Rasinski, T.V. (2012). Why reading fluency should be hot! The Reading Teacher, 65(8), 516-522. Doi:10.1002/TRTR.01077