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ENGLISH LANGUAGE TEACHING CENTRE

COVER SHEET

Course Name : Reading Fluency Online Course

Course Code : RFD 1012

Name : Goh Geok Cher

Moderators : Dr. Selva

Assignment Number :1

Due Date : 1st April 2018

1

On Sunday I really went fishing. (103 words) 2 . It was as big as a bird. It was as big as a man. On Saturday I dreamed I caught a fish. I caught a little. It was as big as a whale. On Wednesday I dreamed I caught a fish. On Tuesday I dreamed I caught a fish.The text for Assignment 1 i) Include the word count into the text On Monday I dreamed I caught a fish. It was as big as a dog. It was as big as a horse. On Friday I dreamed that I caught a fish. On Thursday I dreamed I caught a fish. It was as big as a cat. tiny fish.

ii) Listen and assess the student's reading fluency using the marking symbols you have learned on the course. WCPM = 76 Calculating percentage of accuracy 1. On Thursday I dreamed I caught a fish. this is an easy text for the reader. Running words – total errors = score 76 – 2 = 74 2. On Friday I dreamed that I caught a fish. //On Saturday I dreamed I caught a fish. tiny fish. I caught a little. Score ÷ Running Words x 100 = % Accuracy 74 ÷ 76 x 100 = 97. On Wednesday I dreamed I caught a fish. There are no decoding challenges. Easy texts are appropriate for independent reading. When children read an easy text. On Sunday I really went fishing. It was as big as a horse. On Tuesday I dreamed I caught a fish.34 Thus. It was as big SC as a dog. It was as big as a bird. It was as big as a cat. It was as big as a whale. dird Thursday On Monday I dreamed I caught a fish. It was as big as a man. 3 . they are able to read for enjoyment and meaning.

The fluent reader is someone who uses their voice to help convey meaning to a listener when speaking or reading orally. punctuation). Modelled reading with particular text features pointed out during shared reading. As the saying goes. The fluent reader will guide the other reader. iv) Recommend an activity you would use to help the student overcome the identified problem. even those that they would not be able to decode if reading on their own. The area of concern identified is the poor use of expression or attention to prosody as the way the reader reads is quite monotone and word by word. I would recommend fluency support through assisted reading. v) Justify your choice of activity. In this sense. They will hear prosody in action (reading with expressions) while reading the same text. 4 . practice makes perfect. Assisted reading. the struggle readers are provided with a positive model of an expressive and meaningful reading of the text for them to follow.iii) Identify an area of concern in reading fluency. By listening to a fluent reading of the text. then. prosody enhances and adds to the meaning of a text. Should improve attention to features of texts that prompt expression (e. One of the most common is a novice reader sitting next to a more fluent partner reader. dialogue marks.g. Assisted reading can take a variety of forms. This will help the reader to decode all the words in the text successfully. Rehearsal is truly a form of repeated reading where the rehearsal is aimed at developing a prosodic and meaningful oral interpretation of the text. essentially supports both word recognition accuracy and automaticity as well as prosodic reading. The readers have to practice and rehearse. with both readers reading the same text together.