READING FLUENCY

ASSESSMENT AND
INSTRUCTION: WHAT, WHY,
AND HOW?

WHY?
- STUDENTS THAT READ FLUENTLY ARE BETTER READERS
-STUDENTS WITH A LACK OF FLUENCY ARE ALSO LIKELY TO HAVE A
LACK OF COMPREHENSION

THIS LACK OF FLUENT READING IS A PROBLEM FOR POOR READERS

BECAUSE THEY TEND TO READ IN A LABORED, DISCONNECTED
FASHION WITH A FOCUS ON DECODING AT THE WORD LEVEL THAT
MAKES COMPREHENSION OF THE TEXT DIFFICULT, IF NOT
IMPOSSIBLE.

WHY IS THIS IMPORTANT FOR TEACHERS?

THE MOST COMPELLING REASON TO FOCUS

INSTRUCTIONAL EFFORTS OF STUDENTS

BECOMING FLUENT READERS IS THE STRONG CORRELATION BETWEEN READING FLUENCY AND
READING COMPREHENSION.

FLUENCY = ACCURATE

READING OF TEXT AT A CONVERSATIONAL RATE WITH APPROPRIATE

EXPRESSION OR PROSODY, WHICH IS THE PATTERNS OF STRESS AND INTONATION IN LANGUAGE.

EACH ASPECT OF FLUENCY

HAS A CLEAR CONNECTION TO TEXT COMPREHENSION

BASICALLY, WITHOUT FLUENCY, STUDENTS WILL NOT BE ABLE TO FULLY COMPREHEND THE TEXT
BECAUSE THEY ARE SO BUSY DECODING.
DECODING = PROCESS WHERE THE READER BLENDS SOUNDS TO FORM WORDS FROM THEIR PARTS.

WHAT?
ORAL READING FLUENCY ASSESSMENTS :
AIMSWEB STANDARD READING ASSESSMENT PASSAGES (RAPS)

DYNAMIC INDICATORS OF BASIC EARLY LITERACY SKILLS (DIBELS)

GRAY ORAL READING TEST FOURTH EDITION (GORT-4)
NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP) FLUENCY TEST

READING FLUENCY MONITOR

HOW
- USE READING FLUENCY TESTS TO GATHER INFORMATION ABOUT STUDENTS AND TRACK STUDENT
GROWTH

- SET UP LISTENING CENTERS FOR READING ROTATIONS. STUDENTS AND LISTEN AND FOLLOW
ALONG TO DEVELOP FLUENCY, VOCABULARY, COMPREHENSION, AND A SENSE OF STORY.
- CARBO RECORDED BOOKS ARE AT A MUCH SLOWER PACE THAN REGULAR LISTENING
CENTER BOOKS

- READ TEXTS MORE THAN ONCE

- RECORD, LISTEN, AND RE-RECORD STUDENT READING
- STUDENTS HEAR THEIR OWN VOICE
- PROMOTES INDEPENDENT JUDGMENT AND GOAL-SETTING
- EXPLICIT TEACHING OF INTONATION
- STUDENTS
PHRASE

SEE HOW DIFFERENT PUNCTUATION AND INTONATION CAN CHANGE THE MEANING OF A