Professional Documents
Culture Documents
Reading
Fluency
2002 UT System/TEA
Fluency
Rate
Accuracy
Fluency
Comprehension
2002 UT System/TEA
Automaticity:
Is quick, accurate recognition of
letters and words
Automaticity
2002 UT System/TEA
Fluent
Reading . . .
2002 UT System/TEA
Why Is
Reading
Fluency
Important?
2002 UT System/TEA
What
Students
Need to
Learn
How We
Teach It
2002 UT System/TEA
Research
Evidence
2002 UT System/TEA
Fluency and
the TEKS
(TEKS 1.9,
2.6, 3.6)
INDEPENDENT-LEVEL
1 in 20 words is
difficult
95%100%
accuracy
INSTRUCTIONAL-LEVEL
1 in 10 words is
difficult
90%94%
accuracy
FRUSTRATIONAL-LEVEL
Difficulty with >1 in 10
words
2002 UT System/TEA
< 90%
accuracy
Steps to
Providing
Fluency
Instruction
2002 UT System/TEA
Measuring
Students
Fluency
2002 UT System/TEA
10
One-Minute Reading
Calculating
Reading
Fluency
Total
Number
of
Words
Read
Number
of
Errors
Words
Correct
Per
Minute
(wpm)
Example:
If a student reads 66 words and
has 8 errors, the student reads 58
words correct per minute.
Always encourage students to do
their best reading.
2002 UT System/TEA
11
Practice
8
19
27
35
44
54
64
74
84
93
99
109
119
129
139
148
157
161
Joyce, J. (1996). The boarding house. In Dubliners (pp. 61-69). New York: Penguin Books.
2002 UT System/TEA
12
Setting
Fluency
Goals
2002 UT System/TEA
Recommended weekly
improvement = 1.5 to 2.0 wpm
13
Guidelines
for
Developing
Fluency
2002 UT System/TEA
14
Instructional Decision
2002 UT System/TEA
15
15
A Closer Look
at Reading
Levels
Percent accuracy
16
Repeated Reading
Partner Reading
Computer-Based/
Tape-Assisted
Reading
Readers Theatre
2002 UT System/TEA
17
Providing
Feedback
2002 UT System/TEA
18
Partner
Reading . . .
2002 UT System/TEA
19
Partner
Reading
Adaptations
2002 UT System/TEA
20
Computer-Based/TapeAssisted Reading
RepeatedReading
Practices
Readers Theatre
Involves small groups of students
rehearsing and reading a play
2002 UT System/TEA
21
Choral reading
More
FluencyBuilding
Practices
2002 UT System/TEA
Chunking
Involves reading phrases,
clauses, and
sentences by parsing, or
dividing text into chunks
22
Consider
Diversity:
English
Language
Learners
2002 UT System/TEA
23
Students with
Special Needs
2002 UT System/TEA
24
Students:
Monitoring
Fluency
Progress
Independently read
unpracticed text to the teacher
and graph their wpm
Practice rereading the same
text several times
Independently read the text
again to the teacher
Graph score in a different color
2002 UT System/TEA
25
When
Students
Need Fluency
Interventions
2002 UT System/TEA
26
Remember . . .
2002 UT System/TEA
27