Fluency

DIBELS sets the following benchmarks for students in Oral Reading Fluency. It should be noted that other research reports higher word per minute counts. Kindergarten - no benchmark in Oral Reading Fluency 1st - 47 CWPM 2nd - 87 CWPM 3rd - 100 CWPM 4th - 115 CWPM 5th - 130 CWPM 6th - 120 CWPM

There is little research to support repeated silent reading as a method to promote fluency. You may want to encourage students to whisper read any time they are reading for the purpose developing fluency. (Though students may benefit from reading silently before oral reading as this allows them to become familiar with the content, author's style, and unfamiliar words). The teacher reads a very short segment of text and then asks the student to echo what was read, using the same expression. Keep the segments to be echoed short. The length will depend on the level of the reader. For beginning readers, 2-3 words at a time is appropriate, while more advanced readers may be able to echo 5-10 words. Caldwell, J.S., and Leslie, L. (2009). //Intervention Strategies to Follow Informal Reading Inventory Assessment,// 2nd ed. Boston. Pearson. pp.98-102 ||
 * Round Robin reading is discouraged.**
 * **Topic:**
 * Fluency** || **IF…** || **THEN…** ||
 * ^  || Students lack expression, || model what it should sound like using echo reading.
 * What?** Echo reading is assisted reading in which the instructor models fluent and expressive oral reading of a very short passage and then asks the students to imitate or echo the reading, using the same expression. This can be particularly helpful in helping students use their voice to show changes in dialogue, as well as properly “reading” punctuation.
 * Why?** Properly reading punctuation and using expression both makes it easier to gain understanding of the text, and demonstrates that the reader comprehends the text. Students who decode word-by-word, or without expressing the excitement of a passage, cannot fully appreciate the information or story that they are reading. Only by making the text sound like real-to-life conversations can one begin to know the characters.
 * How?**
 * This can be done through an entire passage, or
 * Model how characters might say something
 * Model how different punctuation is read
 * Differentiation:** Use echo reading is very effective as practice for performance reading. Some students may be uncomfortable mimicking teacher if they are the only one doing so. Make this less threatening by using echo reading in groups and having the entire group echo what was read with the same expression.
 * Citation:**

2. The teacher and students discuss both the selection and the teacher’s expression during reading. 3. The teacher and class read the text chorally several times. 4. The students form prearranged pairs and take turns reading the selection and helping each other. 5. Individual or group volunteers perform the selection for the class.
 * **Topic:**
 * Fluency** || **IF…** || **THEN…** ||
 * ^  || Students need to develop as fluent readers, || use the Fluency Development Lesson.
 * What?** The fluency development lesson takes 10-15 minutes and includes a combination of reading to students, reading with students, and reading by students.
 * Why?** Struggling readers often have trouble reading fluently, especially in a first read. Through multiple exposures to the same text, students become familiar with the words within the text, the pacing and flow of the information, and have more chances to gain meaning from the text. Because time is taken to discuss the selected passage, students gain a deeper understanding of the text and reflect on how expression leads to greater understanding, and adds interest to the story.
 * How?** 1. The teacher reads a short text of 50-150 words while students follow along with their own selections.
 * Differentiation:** Adolescent readers will quickly become bored rereading texts unless great care is given to selecting a text that is relevant and meaningful. Magazine and newspaper articles, online blogs, book reviews, and movie summaries are some ideas for finding shorter, interesting texts.
 * Citation: **Caldwell, J.S., and Leslie, L. (2009). //Intervention Strategies to Follow Informal Reading Inventory Assessment,// 2nd ed. Boston. Pearson. pp.98-106 ||

If they stop reading, pause and find out why. Talk about what has been read so far. Perhaps reread the last page at which they were actively involved and then begin again and stop after shorter segments of text to talk about the selection. As you read with students, stop occasionally to talk about the text. Laugh at funny parts, wonder about ideas, tie the content to your life, the world, or other texts, ask questions, share new understandings.
 * **Topic:**
 * Fluency** || **IF…**  ||  **THEN…**  ||
 * ^  || Students fluency breaks down while reading, || provide support using Assisted Reading. (This method is similar to Choral Reading, found below, but incorporates discussion that is not a part of Choral Reading).
 * What?** The teacher and students read orally together. This model of fluency can be done with a single student, several students, or the entire class. Interspersed throughout the reading should be discussion. This is important in keeping students engaged, and provides modeling of reading as making meaning, not just saying words.
 * Why?** Students who struggle with fluency often have difficulty decoding and making meaning of text, and feel threatened reading aloud, especially with unfamiliar text. By using assisted reading, students hear how text should sound when read aloud, engage in meaningful discussion, and practice pronouncing unfamiliar words in an unthreatening manner.
 * How?** The teacher and student(s) read together at the teacher’s pace. Resist any temptation to slow down to match the reading rates of students because they will always be a little behind. If you slow down, they will too.
 * Differentiation:** If the selection is relatively short, you can employ assisted reading for its entirety without losing students’ attention. If the selection is long, you may want to choose assisted reading for certain parts, echo reading for others, or reading some parts aloud, summarizing it, and then using assisted reading again.
 * Citation: **Caldwell, J.S., and Leslie, L. (2009). //Intervention Strategies to Follow Informal Reading Inventory Assessment,// 2nd ed. Boston. Pearson. pp. 98-102 ||

1. Introduce essential vocabulary. Identify and review decoding strategies for pronouncing these important words. 2. The students preview the text (looking at pictures, reading captions, headings, titles, and bold words). They predict possible content and generate questions they believe will be answered through reading. 3. Teacher uses assisted reading (see earlier strategy) and reads the text aloud while the students follow along (and read with teacher as directed). 4. Discuss the text, having students talk about their predictions and pose answers to previously raised questions. 5. Students reread the text with a peer. They may read chorally, use echo reading, or work as partners. 6. The students reread the passage to the teacher individually or in pairs.
 * **Topic:**
 * Fluency** || **IF…**  ||  **THEN…**  ||
 * ^  || Students are unable to read content textbooks, || make them more manageable through repeated readings.
 * What?** Students are exposed to the vocabulary of upcoming readings for content area classes, as well as given multiple opportunities to read the text with support before reading and discussing in class.
 * Why?** Many struggling readers cannot read the textbooks in their content area classes, therefore missing out on the content and language patterns present in grade level material. By preteaching vocabulary and giving students the opportunity to read the text multiple times **before** it is addressed in class, students are able to take an active part in classroom discussions.
 * How?**
 * Differentiation:** This process can be used with the entire section of text, or broken into smaller sections. For students with significant difficulties, focus only on paragraphs that contain the most important information.
 * Citation: **Caldwell, J.S., and Leslie, L. (2009). //Intervention Strategies to Follow Informal Reading Inventory Assessment,// 2nd ed. Boston. Pearson. pp. 98-107 ||

1. Determine the type of choral reading you will have your students engage in: unison, refrain, or dialogue. 2. Select the text that is appropriate for choral reading. Predictable books, lyrics, and poems are good for choral reading. 3. Read the entire selection aloud to students, modeling fluent reading with expression. 4. Show students a copy of the selection and ask them how the lines should be read. What clues do they find to help them read the lines fluently? (Punctuation marks, quotation marks, phrases such as //she yelled,// or //he whimpered.//) 5. Next, have the students read along with you. 6. When students become comfortable reading along with you, you can divide the lines in the selection so that you read one part and students read other specified parts. For example, in //Goldilocks and the Three Bears,// you might serve as the narrator, and you might divide the class so that some of the students read the lines of Goldilocks, some read the lines of Mama Bear, some read the lines of Father Bear, and others read the lines of Baby Bear.
 * **Topic:**
 * Fluency** || **IF…** || **THEN…** ||
 * ^  || Students need to develop as fluent readers, || engage them in choral reading.
 * What?** Students read text together or in unison. Less fluent students learn expression as they read along with other skilled readers.
 * Why?** The National Reading Panel (2000) recommend this method as part of a balanced literacy approach to helping less fluent and expressive students develop the skills of fluent readers.
 * How?**


 * Differentiation:** Pre-plan so that emergent readers read the simpler parts and advanced readers read more difficult parts. In the beginning, I also find it helpful to read with all groups so that they learn appropriate pacing. Do not slow down too much or the reading becomes unnatural. Even students who are not able to read independently can participate in this activity, though they may be just a moment behind. You may also want to sit near students who are hesitant readers to encourage them to read aloud.
 * Citation: **Crawley, Sharon J., and Merritt, K. (2009). //Remediating Reading Difficulties,// 5th ed. Boston. McGraw-Hill. pp. 103 ||

1. Have students tape-record themselves as they read. 2. Students analyze their reading by answering the following questions: Did I... a. pronounce the words correctly? b. read in phrases or thought units? c. pay attention to punctuation? d. read slowly enough for people to follow along? e. read loudly enough so that people could hear? f. convey the author's meaning to the audience?
 * **Topic:**
 * Fluency** || **IF…** || **THEN…** ||
 * ^  || Students need to develop as fluent readers, || tape their oral reading.
 * What?** Students tape-record themselves as they read orally and then analyze how they performed.
 * Why?** Students who are not fluent readers may not be aware of how little flow there is in their reading attempts. This allows students to become aware of their miscues and expression (or lack of).
 * How?**


 * Differentiation:** Adjust the difficulty level of the text to match that of the reader. When practicing reading for fluency, students should read texts that are at their independent reading level.
 * Citation: **Crawley, Sharon J., and Merritt, K. (2009). //Remediating Reading Difficulties,// 5th ed. Boston. McGraw-Hill. pp. 107 ||