Timed Repeated Readings Address Which Aspect(S) of Fluency Development?

What Is Fluency?

Fluency is the power to read "like you speak." Hudson, Lane, and Pullen define fluency this way: "Reading fluency is made up of at least three primal elements: accurate reading of connected text at a conversational rate with advisable prosody or expression." Non-fluent readers suffer in at to the lowest degree one of these aspects of reading: they make many mistakes, they read slowly, or they don't read with appropriate expression and phrasing.

​ Developing reading fluency with Read Naturally Strategy programs

Key Concepts

Why Is Fluency Important?

For many years, educators accept recognized that fluency is an important aspect of reading. Reading researchers agree. Over xxx years of inquiry indicates that fluency is one of the critical edifice blocks of reading, because fluency evolution is directly related to comprehension.

Here are the results of one study past Fuchs, Fuchs, Hosp, and Jenkins that shows how oral reading fluency correlates highly with reading comprehension.

Measure	Validity Coefficients
Oral Retrieve/Retelling	.70
Cloze (fill in the blank)	.72
Question Answering	.82
Oral Reading Fluency	.91

To interpret this blazon of correlation data, consider that a perfect friction match would exist one.0. As you can encounter, oral recall/retelling, fill in the blank, and question answering are all above 0.6, which indicates at that place is a strong correlation. But oral reading fluency is by far the strongest, with a .91 correlation.

Many researchers, including Breznitz, Armstrong, Knupp, Lesgold, and Pinnell, have found that fluency is highly correlated with reading comprehension—that is, when a student reads fluently, that student is likely to comprehend what he or she is reading.

Why are reading fluency and reading comprehension so highly correlated? Dr. S. Jay Samuels, a professor and researcher well known for his work in fluency, put forth a theory called the automaticity theory. Co-ordinate to Dr. Samuels, people accept a limited corporeality of mental energy. If you desire to multitask or to go adept at a complex chore such equally reading, you lot outset need to master the component tasks and then you lot can do them automatically. For instance, a reader who must focus his or her attention on decoding words may not have plenty mental free energy left over to think about the meaning of the text. Even so, a fluent reader who can automatically decode the words can instead give full attending to comprehending the text. To become expert readers, our students need to become automatic with text so they can pay attention to the meaning.

See too:

• Determining who needs fluency education
• Hasbrouck-Tindal oral reading fluency norms
• Video: Why reading fluency is important

Challenges Faced by Non-Fluent Readers

Students become fluent past reading. Some students learn to read fluently without explicit education. For others, nevertheless, fluency doesn't develop in the course of normal classroom instruction.

Inquiry analyzed by the National Reading Panel suggests that just encouraging students to read independently isn't the most effective manner to improve reading achievement. Also often, simply encouraging at-hazard students to read doesn't result in increased reading on their part. During sustained silent reading, at-take a chance readers may get a book with mostly pictures and look at the pictures, or they choose a difficult book so they will look like everyone else and then pretend to read.

Fifty-fifty if at-chance students do read, they read more slowly than the other students. In a 10-minute reading period, a skilful reader who reads 200 words a minute silently could read 2,000 words. In the same 10 minutes, an at-adventure student who reads 50 words a minute would only read 500 words. This is equal reading fourth dimension merely certainly not an equal number of words read.

These students need to read more, but merely asking them to read on their own often doesn't work. The National Reading Panel has concluded that a more effective course of action is for us to explicitly teach developing readers how to read fluently, step by stride.

Research-Proven Fluency Strategies

How do nosotros explicitly teach students to read fluently? The National Reading Panel plant data supporting three strategies that improve fluency, comprehension, and reading achievement—teacher modeling, repeated reading, and progress monitoring.

Instructor Modeling

The offset strategy is instructor modeling. Research demonstrates that various forms of modeling can improve reading fluency. Examples of teacher modeling include:

• Teacher-assisted reading
• Peer-assisted reading
• Audio-assisted reading

Teacher modeling involves more than than just listening to someone else read. Students must exist actively involved 100 percent of the time and in a multisensory manner.

Teacher modeling teaches word recognition in a meaningful context, demonstrates correct phrasing, and gives students practice tracking beyond the page. A child tin can do good from teacher modeling once he or she knows at least 50 sight words and has a good sense of offset sounds.

The reading rate of the model reader is of import. Christopher Skinner, a reading researcher, found that students who read lists of words with him slowly were more fluent with the words than students who read with him at a faster rate. The slower charge per unit enables students to learn new words and clarify difficult words. As students learn more words, they naturally get more than fluent.

Another form of modeling is the neurological impress method. In the neurological print method, a proficient and a struggling reader read together from a passage, with the more able reader reading well-nigh the rate of the struggling reader. Heckelman (1969) showed that after 29 xv-minute sessions, 24 7th- through ninth-grade boys, who were an boilerplate of 3 years backside in reading, gained an average of 1.nine years in reading based on the Oral Gilmore and the California Achievement Test.

Repeated Reading

Some other technique that enquiry has shown significantly builds reading fluency is repeated reading. In fact, the National Reading Panel says this is the about powerful way to improve reading fluency. This involves simply reading the aforementioned textile over and over again until accurate and expressive.

In the 1970s, LaBerge and Samuels studied what happens when students read passages over and over again. They found that when students reread passages, they got faster at reading the passages, understood them better, and were able to read subsequent passages better as a upshot of the repeated reading.

Repeated reading is a course of mastery learning. The students read the same words and then many times that they begin to know them and are able to identify them in other text. Likewise helping students bring words to mastery, repeated reading changes the fashion students view themselves in relation to the act of reading.

Progress Monitoring

People who play video games are presented with a specific goal and with immediate, relevant feedback about their progress toward that goal. This combination of having a goal and getting feedback on progress can be very motivating.

Progress monitoring takes reward of this combination to motivate students to read. Yous give students a specific, private reading goal, and you tell them exactly how you're going to know they've met information technology. So, y'all give them the ways to measure how they're doing. Finally, you go far simple enough that they'll know they've met their goal fifty-fifty earlier you do. This progress monitoring is what motivates students to exercise reading the same story over and over until achieving mastery.

​Developing Reading Fluency With Read Naturally Strategy Programs

The research-based Read Naturally Strategy combines these three strategies into highly effective programs that accelerate reading achievement. Students become confident readers by developing fluency, phonics skills, comprehension, and vocabulary while reading leveled text. The time-tested intervention programs appoint students with interesting nonfiction stories and yield powerful results.

 Acquire more nearly the Read Naturally Strategy
 Enquiry footing for the Read Naturally Strategy

The Read Naturally Strategy is available in a variety of formats:

Choosing the right Read Naturally Strategy program

Bibliography

Armstrong, S. Due west. (1983). The effects of fabric difficulty upon learning disabled children's oral reading and reading comprehension.Learning Inability Quarterly, 6, pp. 339–348.

Breznitz, Z. (1987). Increasing first graders' reading accuracy and comprehension by accelerating their reading rates.Periodical of Educational Psychology, 79(3), pp. 236–242.

Fuchs, L. Southward., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis.Scientific Studies of Reading, v(3), pp. 239–256.

Heckelman, R. G. (1969). A neurological-impress method of remedial-reading instruction.Bookish Therapy Quarterly, five(four), pp. 277–282.

Hudson, R. F., H. B. Lane, and P. C. Pullen. (2005). Reading fluency assessment and education: What, why, and how.Reading Teacher 58(viii), pp. 702-714.

Knupp, R. (1988). Improving oral reading skills of educationally handicapped elementary school-aged students through repeated readings. Practicum newspaper, Nova University (ERIC Document Reproduction Service No. ED 297275).

LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading.Cerebral Psychology, vi, pp. 292–323.

Lesgold, A., Resnick, L. B., & Hammond, K. (1985). Learning to read: A longitudinal written report of give-and-take skill development in ii curricula. In M. Waller & E. MacKinon (eds.), Reading inquiry:  Advances in theory and exercise. New York, NY: Academic Press.

National Reading Panel. (2000).Education children to read: An show-based assessment of the scientific research literature on reading and its implications for reading educational activity. Washington, DC: National Establish of Kid Health and Human Development.

Pinnell, G. Southward., Pikulski, J. J., Wixson, K. Thousand., Campbell, J. R., Gough, P. B., & Beatty, A. S. (1995).Listening to children read aloud: Information from NAEP'southward integrated reading functioning tape (IRPR) at grade 4 (NCES Publication 95-726). Washington, DC: U.S. Department of Didactics, National Centre for Educational Statistics.

Samuels, S. J. (2002). Reading fluency: Its evolution and assessment. In A. E. Farstrup & S. J. Samuels (eds.), What research has to say nigh reading instruction, 3rd ed., pp. 166–183. Newark, DE: International Reading Association.

Samuels, Southward. J. (1997). The method of repeated readings.The Reading Instructor, 50(five), pp. 376–381.

Samuels, Due south. J. (2006). Towards a model of reading fluency. In S. J. Samuels and A. E. Farstrup (eds.), What research has to say about fluency instruction. Newark, DE: International Reading Association.

Samuels, S. J. (1997). The method of repeated readings.The Reading Teacher, fifty(5), pp. 376–381.

Skinner, C. H., Logan, P., Robinson, S. 50., & Robinson, D. H. (1997). Sit-in equally a reading intervention for exceptional learners.Schoolhouse Psychology Review, 26(3), pp. 437–447.

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