Fluency

From the desk of Carol C…

Fluency is coming to the forefront again.  Schools, school districts, and states have bought kits, systems, and reading passages to assess students’ fluency rates.  The problem?   By the time professional development is offered to teachers the message is akin to what is heard at the end of a “Whispered Message Around the Circle” game.  A garbled bit of nonsense.  The result is  misinformation, a lack of understanding, incorrect implementation  and unreliable results.  What a dreary picture!  However, fluency is one component on the path to becoming a successful reader.  With proper training and implementation the picture is a bright one.  Below are examples of the widespread confusion that surrounds the topic of fluency.

Misunderstanding #1:  Fluency means to read as fast as you possibly can. 

In one word “no”.  Fluency is the ability to read text with accuracy, appropriate rate, and good expression.  This does not mean supersonic speed as fluency must be paired with comprehension.  If students read rapidly, it doesn’t mean much if they don’t know what they’ve read.

Misunderstanding #2:  Fluency assessment is just another assessment we have to do when we need to be teaching.

Fluency does involve assessment.  However, this assessment is quick and gives teachers important information that will drive their instruction.

Misunderstanding #3:  Fluency assessments tell me nothing.

The results of fluency assessment will give you the average oral reading rate which is normed for your grade level.  If some students score significantly below grade level, usually there is an underlying reason their fluency isn’t where it should be.  These students could struggle with decoding, a lack of specific vocabulary, and/or limited background knowledge.  A weakness in any of these areas may contribute to a low fluency rate and difficulty with comprehension.  Students with one or more deficits need to receive targeted instruction to address their areas of need.

Misunderstanding #4:  Independent silent reading is the best way to help students improve their fluency.

Many studies show that independent silent reading is not effective when it is the only method used to strengthen fluency. Other methods have been proven to be more effective.

Misunderstanding #5:  There are no proven strategies that help develop fluency.

There are several strategies.  At the top of the list would probably be

Choral Reading.

• This strategy involves the teacher reading a passage or part of it to one student or a group.  As the teacher reads the audience reads along with her mimicking her expression, phrasing, and rate.  Even when the passage is too hard for some of the students, they are expected to follow along and join in when they are able.  All students are expected to track with their fingers or a bookmark.
• Poetry-It’s  great for choral reading.  Many poems have a natural rhythm that students understand.  Teachers read the poems and follow the same the choral reading pattern as above.  Students can practice alone or with each other.   In addition song lyrics  and speeches lend themselves to choral reading practice.
• Readers’ Theater- In reader’s theater every participant has a script that is either on grade level or is multileveled to allow students of differing reading abilities to perform together.   Readers’ Theater provides time to practice oral reading with other students and then gives them the opportunity to perform as part of a group in front of an audience.

Guided Oral Reading.

• With this technique a teacher, parent, or another student reads a passage aloud while modeling fluent reading.
• Then independently students read the passage to themselves quietly.  Usually students need to do this step several times at one sitting.  The text should be at the students’ independent reading level.
• Lastly the students read the passage aloud twice.

 

There are other scenarios that can complement the general technique above.  These scenarios could include:

• Reading out loud to an adult after the adult models reading the passage fluently.  While the student reads aloud the adult encourages and provides feedback on errors.
• Another possibility would be students listening to a tape of a book being read at her independent reading level.  Then she would read along with the tape several times until she could read the passage fluently.
• Finally, two students could pair read taking turns reading sections of the text.  A more fluent reader would be paired with a less fluent one.  Then either reader could provide feedback and encouragement to the other.

 

Fluency is a vital component of reading.  Less fluent readers have to struggle with the words they encounter.  Phrasing is not natural for them, and expression is out of the question.  Reading is long and slow giving readers little time to connect words with meaning.  Comprehension can become limited.    Students who struggle to recognize words, learn phrasing, and use expression, typically don’t read as often as fluent readers.  As these students age, more reading is required, and unfortunately they are not equipped to create meaning from the text.  When teachers approach fluency as a necessary skill that must be taught, students can grow into successful readers.

Have a good week!