Fluency
What does fluency mean?
Fluency is a term we use during reading. There are 3 elements that are involved in evaluating fluency. Accuracy, rate, and prosody.
Accuracy is reading the text with few errors.
Rate is reading at a good speed. Not too slow, not too fast.
Prosody is reading with expression and correct pausing.
Fluency is a bridge between decoding the text and comprehending the text. If we are not fluent, then our comprehension levels significantly drop.
Accuracy is reading the text with few errors.
Rate is reading at a good speed. Not too slow, not too fast.
Prosody is reading with expression and correct pausing.
Fluency is a bridge between decoding the text and comprehending the text. If we are not fluent, then our comprehension levels significantly drop.
According to research, "Research has shown that repeated reading of the same passage at least twice increases both fluency and recall for storytelling." (O' Shea, Sindelar, & O' Shea, 1990)
Because of this students become better readers by reading, rereading, and rereading again.
If your child wants to become a better reader, let them read a ton of books! They can read and reread the same book for better fluency. PRACTICE, PRACTICE, PRACTICE!!! It is true that practicing reading means better fluency!
Because of this students become better readers by reading, rereading, and rereading again.
If your child wants to become a better reader, let them read a ton of books! They can read and reread the same book for better fluency. PRACTICE, PRACTICE, PRACTICE!!! It is true that practicing reading means better fluency!
Accuracy
Reading with accuracy is important. If we do not read accurately then we might not understand what we are reading because we are not reading the words correctly. This could be a cause of the book being too difficult. When we read, we do not want to mess up word recognition more than 5 times per 100 words. If the child does not recognize more than 5 words when they are reading by themselves then the book is not on their independent level and the child will not be able to comprehend the book.
Rate
When we read, we want to read with a good speed. Not too fast and not too slow. When we read too fast we might miss some important information. If we read too slowly, the text is not flowing enough for us to understand. We want to create a perfect speed that is age appropriate.
Prosody
Prosody is basically a fancy word that we use to say reading with expression. It also includes correct phrasing (commas, stopping at period, etc.) and intonation in our voice. When a child can read with a good rhythm and not chunking the words, then they have developed prosody.
Work in the classroom
As the teacher it is my job to model what fluent reading sounds like. I have to be specific and teach accuracy, rate and expression. I can do this by reading. If you decide to read with your child, YOU CAN DO IT TOO!
I must be aware of their reading level, so if your child needs to be on a higher level book, I can move them up. I do not want to hold them back if they are blossoming.
Independent-- 95% and higher (child reads by themselves)
Instructional-- 90-95% (this is where I teach)
Frustration-- below 90% (book is too hard for them to read by themselves, but you can read it to them!)
When a child reads by themselves and understands the text, the book is on their independent level. Instructional level is where I teach to them with what they are struggling in.
I must be aware of their reading level, so if your child needs to be on a higher level book, I can move them up. I do not want to hold them back if they are blossoming.
Independent-- 95% and higher (child reads by themselves)
Instructional-- 90-95% (this is where I teach)
Frustration-- below 90% (book is too hard for them to read by themselves, but you can read it to them!)
When a child reads by themselves and understands the text, the book is on their independent level. Instructional level is where I teach to them with what they are struggling in.
Movie clips for extra knowledge :)
Research
According to Steve Stahl, he believed that children should read books slightly above their instructional level to practice with their fluency. As the student reads and rereads, they begin to master the text. This creates a greater growth of fluency, compared to them reading an easier book.
The practicing of a certain passage over and over again and not moving to another passage until you have reached a fluent level was brought to us by Samuel's (1979).
sources: Reading Research at Work -Stahl and McKenna
Next Steps in Literacy Instruction - Smartt and Glaser
Literacy for the 21st Century- Tompkins
The practicing of a certain passage over and over again and not moving to another passage until you have reached a fluent level was brought to us by Samuel's (1979).
sources: Reading Research at Work -Stahl and McKenna
Next Steps in Literacy Instruction - Smartt and Glaser
Literacy for the 21st Century- Tompkins