Fluency

Building Fluency: Do It Well and Do It Right! Archived Information

Session Outcomes ,[object Object],[object Object],[object Object],[object Object]

Phonemic Awareness Phonics Fluency Comprehension Successful Readers Vocabulary

Automaticity or Fluency? ,[object Object],[object Object],[object Object],[object Object],(Put Reading First 2001, 22)

Fluent Readers … ,[object Object],[object Object],[object Object],[object Object],(Put Reading First 2001, 22)

What is Fluency? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object]

Why Fluency? ,[object Object],[object Object],[object Object],(Put Reading First 2001, 22-23)

Indicators of Fluency ,[object Object],[object Object],[object Object]

Partner Activity ,[object Object],[object Object],[object Object],[object Object]

Some Factors that Inhibit Fluency... ,[object Object],[object Object],[object Object],[object Object]

Partner Discussion Think about and discuss some ways a teacher might go about teaching the concept of fluency to students.

Assessing Reading Fluency ,[object Object],[object Object],[object Object],[object Object]

Assessing Fluency ,[object Object],[object Object],[object Object],[object Object],[object Object]

What Skills do Students Need to be Fluent? ,[object Object],[object Object]

Decoding Component ,[object Object],[object Object],[object Object]

Comprehension Component ,[object Object],[object Object],[object Object]

When the reader focuses all of his/her attention on word recognition, it drains cognitive resources, and thereby leaves little room for comprehension. Dysfluency

Rate and Fluency Guidelines ,[object Object],(Taylor, Harris, Pearson and Garcia, 1995) Silent Oral

What Do I Do for Students Who Do Not Reach Fluency Targets? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Simmons/Kame’enui 1998)

Designing Word Recognition Instruction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Reading Decodable Text and Phrases ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

If the Problem is Fluency... ,[object Object],[object Object],[object Object]

Teacher Instruction and Modeling ,[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],Prosody

Partner Activity With your partner, use the passages provided to practice the prosody instructional techniques. Discuss how these could be adapted and/or develop other ideas for prosody instruction.

Reading Aloud With Guidance ,[object Object],[object Object],[object Object]

Your Turn ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Identifying Appropriate Text ,[object Object],[object Object],[object Object],[object Object],[object Object],(Put Reading First 2001, 27)

How To Build Reading Fluency ,[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],Repeated Readings

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Repeated Readings (RR) (Put Reading First 2001, 27-28)

Partner Reading ,[object Object],[object Object],[object Object],[object Object],(Koskinen & Blum 1986, 70-75)

Organizing Repeated Reading ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Why Repeated Reading? ,[object Object],[object Object],[object Object]

Your Turn ,[object Object],[object Object],[object Object]

Home Reading ,[object Object],[object Object],[object Object]

Closing ,[object Object],[object Object],[object Object]

Fluency

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