Download Listening to students read. - NRPPortfolio-LD

*Presented by*
Jilene Coleman
Kelly Cottingham
Kimberly Anne Elshazly
Susan Gilchrist
June Gual
Darice LeAnne Shelton
Rachael West
National Reading Panel (NRP) Report
Samuels defines fluency as “the ability to read a text orally with
speed, accuracy, expression, and comprehension” (2002).
NRP:
• Identified fluency as one of the six dimensions of reading
• Described as the “most neglected” reading skill
• Found a close relationship between fluency and
comprehension
Strategies for developing Sight words in
isolation
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Teaching Sight Words
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Associate Words and Meaning
Practice Them Often
Record Student Progress
Sight Word Focus
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Word Cards
Word Collection File
Word Sorting
Word Games
Word Walls
Strategies for Developing Fluency
Read with pattern books (repeated refrains)
Examples of Pattern Books
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Hutchins, Pat. Good Night Owl
Carle, Eric. The Grouchy Lady Bug
Westcott, N.B. I Know an Old Lady who Swallowed a Fly
Zolotow, Charlotte. But Not Billy
Martin Jr., Bill. Brown Bear, Brown Bear, What Do You
See?
Lobel, Arnold. The Rose in my Garden
Lionni, Leo. A Color of His Own
Kent, Jack. The Fat Cat
Keats, E.J. Over in the Meadow
Allen, Pamela. Bertie and the Bear
Most, B. If the Dinosaurs Came Back
Assisted reading versions
• Assisted reading is a strategy in which the student and a fluent
reader read the material together.
• Simultaneous assisted reading—the teacher reads along with the
students.
• Echo reading—the teacher models oral reading and has students
imitate.
• Choral reading—A group of students practice orally reading a
selection.
• Partner reading—Students read in pairs, alternating the text.
• Simultaneous listening reading—Students listen to tape recordings of
the material while following along with the book.
• Neurological Impress Method—The student and teacher read
together orally. The teacher reads loudly at first, then softens as the
student gains confidence
Guided Repeated Reading and Language Experience
Activities
Guided Repeated Reading: The National Reading Panel found that
guided repeated oral reading has a consistent and positive impact on
fluency, word recognition, and comprehension. Guided is the key!
LEA Steps:
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Brainstorm ideas for a story: Shared experiences make good topics—field
trips, science experiments, stories read aloud, etc.
Take dictation from students
Read each word as you write it
Reread each sentence, pointing to each word as you say it: Have students
reread each sentence with you.
Reread the entire story with students
Follow up with language activities: Such as drawing pictures to go with the
story, writing captions to go with the story written.
Readers Workshop: Structure of Reader’s
Workshop
• Mini-lesson (5-10 minutes)
• Independent reading (20-25 minutes)
• Sharing (10-15 minutes)
Readers Theatre
• An excellent way to bring repeated reading into the classroom
in a fun and engaging way.
• Increases fluency
• Fluency has a profound effect on comprehension.
• Gives a purpose for rereading
• Very motivational
• Increases students’ self-confidence
Example of Readers Theatre
“Clever Lucy”
Disabilities and Reading
Strategies used in a visually-impaired
classroom
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Guided reading
Repeated reading
Tactual hints
Bookmarks cannot be used because the Braille takes up too
much room. The strategy is taught and memorized or a
strategy chart is made
Visually impaired students learn to read just like peers but they
might read slower
Assessing fluency
Listening to students read.
Does the student read in a choppy manner?
Does the student read in a monotone voice?
Does the student read too fast?
Example of Choppy reading
Example of monotone reading
Example of reading too fast
Example of fluent reading
Determine the rate at which a student
reads.
 Time a student reading an instructional level passage.
After the student finishes, multiply the number of
words read by 60 and divide by the number of seconds
the student took to read. This will give the number of
words per minute (WPM) the student is reading.
 Remember that different materials will be read at
different rates.
 Give a timed word list assessment test.
 This test is used to determine automaticity of sight
word recognition.
 Usually used in combination with an informal reading
inventory.
 Informal Reading Inventory
 Miscue Analysis
 Running Records
Related Websites
• (Developing Reading Fluency)
http://www.auburn.edu/~murraba/fluency.html
(Reading Fluency Norms)
• www.balancedreading.com/fluency.html
References
Hitchcock, C.H., Prater, M.A., & Dowrick, P.W. (2004). Reading comprehension and
fluency: Examining the effects of tutoring and video self-modeling on first-grade
students with reading difficulties. Learning Disability Quarterly, 27, 89-103.
Taylor, B., Pearson, D., Peterson, D., & Rodriquez, M. (2003). Reading growth in high
poverty classrooms: The influence of teacher practices that encourage cognitive
engagement in literacy learning. The Elementary School Journal, 104 (1).
Worthy, J., & Broaddus, K. (2001/2002). Fluency beyond the primary grades: From group
performance to silent, independent reading. The Reading Teacher, 55 (4).
Worthy, J., & Prater, K. (2002). I thought about it all night: Readers theater for reading
fluency and motivation. The Reading Teacher, 56 (3), 294-297.
Stahl, S., & Kuhn, M. (2002). Making it sound like language: Developing fluency. The
Reading Teacher, 55 (6), 582-586.
Martinez, M., Roser, N., & Strecker, S. (1999). “I never thought I could be a star”: A Readers
Theatre ticket to fluency. The Reading Teacher, 52 (4), 326-334.
National Reading Panel (2000). Report of the national reading panel: Teaching children to
read. Bethesda, MD: National Institute of Child Health and Human Development