Reading Fluency: What, Why, How

1. Reading Fluency: What, Why, & How

2. R.F. Hudson Massachusetts Reading First Conference 2006 What is reading fluency? Accurate reading at a conversational rate with appropriate prosody. (Hudson, Lane, & Pullen, 2005) Decoding and comprehending text at the same time. (Samuels, 2006)

3. R.F. Hudson Massachusetts Reading First Conference 2006 What is reading fluency? To do two things at once, one must be automatic. Word reading is the process that must become automatic. (Laberge & Samuels, 1979) Riding a bike. Driving a car. Riding a bike. Driving a car.

4. Without fluency, a reader is far less likely to comprehend text.

5. Who needs reading fluency intervention?What do we teach them? Questions of assessment

6. R.F. Hudson Massachusetts Reading First Conference 2006 Curriculum-Based Measurement Answers two questions: Is this reader reading as quickly and accurately as she should be for her grade level and educational opportunities? Is this reader making sufficient progress to end the year on target? An oral reading fluency score will tell you who is having problems. It will not tell you why or what to do about it.

7. R.F. Hudson Massachusetts Reading First Conference 2006 Questions to Guide Diagnostic Assessment Is your student dysfluent because she… is slow? Decodes letter by letter? Takes too many tries to read the words? Doesn’t read words automatically? Doesn’t understand what she is reading? Is making a speed-accuracy trade off in favor of accuracy?

8. R.F. Hudson Massachusetts Reading First Conference 2006 Questions to Guide Diagnostic Assessment Is your student dysfluent because she… is inaccurate? Missing phonics skills? Lacks phonemic awareness? Doesn’t know many high frequency sight words? Doesn’t have the oral vocabulary to match her decoding attempt to? Not using all sources of information in the text to determine the right pronunciation Not monitoring?

9. R.F. Hudson Massachusetts Reading First Conference 2006 Questions to Guide Diagnostic Assessment Is your student dysfluent because she… is inaccurate? Missing phonics skills? Lacks phonemic awareness? Doesn’t know many high frequency sight words? Doesn’t have the oral vocabulary to match her decoding attempt to? Not using all sources of information in the text to determine the right pronunciation Not monitoring?

10. R.F. Hudson Massachusetts Reading First Conference 2006 Questions to Guide Diagnostic Assessment Is your student dysfluent because she… lacks prosody? doesn’t notice punctuation? lacks syntactic knowledge? doesn’t notice phrase boundaries? isn’t paying attention to the meaning? can’t pay attention to meaning because of attention to decoding?

11. R.F. Hudson Massachusetts Reading First Conference 2006 Research-Based Methods to Improve Reading Fluency Accuracy Rate Prosody

12. R.F. Hudson Massachusetts Reading First Conference 2006 Improving Reading Fluency Reading Accuracy, Rate, and Prosody The Bottom Line As with any skill that requires an individual to coordinate a series of smaller actions to create a unified process, it is practice that allows the learner to develop expertise. (Kuhn & Stahl, 2002)

13. R.F. Hudson Massachusetts Reading First Conference 2006 Keep in Mind… All three areas of reading fluency are intertwined

14. R.F. Hudson Massachusetts Reading First Conference 2006 Improving Accuracy Early reading instruction (phonics) Important to make sure students learn phonics skills to automaticity

15. R.F. Hudson Massachusetts Reading First Conference 2006 Ensure fluency in subskills needed for reading It is not enough for children to be accurate in phonemic blending, letter sounds, and decoding. During phonics instruction, teachers must ensure that their students are automatic so that their students can apply the phonics skills when they encounter unknown words in connected text. Fluency in phonemic blending, letter sound knowledge, and larger letter patterns (phonograms) predict decoding fluency in young children (Hudson, Torgesen, Lane, & Turner, 2006).

16. R.F. Hudson Massachusetts Reading First Conference 2006 Improving Accuracy Early reading instruction (phonics) Important to make sure students learn phonics skills to automaticity Not our focus today

17. R.F. Hudson Massachusetts Reading First Conference 2006 Improving Reading Rate Repeated readings Timed readings

18. R.F. Hudson Massachusetts Reading First Conference 2006 What texts should students read to develop fluency? Texts at the students’ instructional or independent reading level. Relatively short passages. Text from a variety of genres, such as stories, nonfiction, poetry Text that is motivating to the individual student

19. R.F. Hudson Massachusetts Reading First Conference 2006 Reading Levels Independent Level: 96% accuracy or better Instructional Level: 90-95% Frustration Level: less than 90% accuracy

20. R.F. Hudson Massachusetts Reading First Conference 2006 Repeated Reading(Samuels, 1997) Make sure the text used for practice is at the right reading level. Can get strong benefits from just three to four readings The more words overlap between texts, the larger the amount of transfer (Rashotte & Torgesen, 1986) Can be integrated into many different reading programs.

21. R.F. Hudson Massachusetts Reading First Conference 2006 Variations of Repeated Reading In order to better meet the individual needs of your students, you can… Vary instructional groupings Vary purposes Vary materials Vary modalities Vary instructional settings: some repeated reading in a teacher-directed setting, some with peers, and some independently Vary purposes: identifying motivations of characters, find out information (e.g., first time to find out about monkeys, second time to identify one important idea, for reading to others, for planning an illustration. Vary materials: narrative texts, expository texts, poems and chants, songs, text written by the student or class. Vary modalities: read silently with a tape, read aloud with the model, read chorally, read to a peer, read to oneself. Vary instructional settings: some repeated reading in a teacher-directed setting, some with peers, and some independently Vary purposes: identifying motivations of characters, find out information (e.g., first time to find out about monkeys, second time to identify one important idea, for reading to others, for planning an illustration. Vary materials: narrative texts, expository texts, poems and chants, songs, text written by the student or class. Vary modalities: read silently with a tape, read aloud with the model, read chorally, read to a peer, read to oneself.

22. R.F. Hudson Massachusetts Reading First Conference 2006 What the research says… Much more powerful if students read passages to an adult (ES=1.37) rather than a peer (ES=.36) Instructors should provide direct corrective feedback after every session Much more powerful if students read until they reach a rate and accuracy criterion (ES=1.78) rather than a set number of times (ES=.38)

23. R.F. Hudson Massachusetts Reading First Conference 2006 Timed Repeated Readings Programs with stair-stepped levels of difficulty commercially available. Connected text for timed repeated readings can come from anywhere. As long as it is interesting to the student and at the right reading level, you can use it. Good ideas for many students are nonfiction passages, or articles from popular magazines for children—whatever is interesting and motivating to the student.

24. R.F. Hudson Massachusetts Reading First Conference 2006 Great site to get reading probes made: http://www.interventioncentral.org/htmdocs/tools/okapi/okapi.shtml OKAPI!The Internet Application for Creating Curriculum-Based Assessment Reading Probes

25. R.F. Hudson Massachusetts Reading First Conference 2006 Child version of the timing

26. R.F. Hudson Massachusetts Reading First Conference 2006 Teacher version of the timing

27. R.F. Hudson Massachusetts Reading First Conference 2006 To conduct timed repeated readings, follow these steps: Preview The student reviews and/or practices the timing probe. The instructor models the correct responses (i.e., correct pronunciation of isolated sounds or of difficult words) for any unknown words before beginning the timing. Review Data and Set Goal. The student and instructor look at the graph of the previous session to review progress made to date and set a progress goal for today’s session. For example, “I am going to read 10 more words than I did the last time” or “I am going to work on making 2 less mistakes than last time.”

28. R.F. Hudson Massachusetts Reading First Conference 2006 To conduct timed readings, follow these steps: Student Reads After instructor modeling, the student is asked to read as many sounds or words as possible in one minute from his or her copy of the reading materials. The instructor times the student for 1 minute. Instructor Records The instructor circles all errors on the instructor's copy of the page with a dry erase marker or wipe-off pen OR counts the errors. In addition, the instructor offers the correct pronunciations during the timed reading.

29. R.F. Hudson Massachusetts Reading First Conference 2006 To conduct timed readings, follow these steps: Record Data The instructor or student accurately records all data on the student's Progress Charts. Review The instructor and student review the student's performance on the task, correcting errors and practicing the correct pronunciation of sounds and words. Students should be encouraged for the progress they have made and set a goal for the next attempt.

30. R.F. Hudson Massachusetts Reading First Conference 2006 To conduct timed readings, follow these steps: Decisions If the student does not meet his or her rate and accuracy goals within one minute with two or fewer errors, the student will read that page again during the next instructional session and continue with that page until s/he masters it. If the student does successfully read at his goal rate in one minute with two or fewer errors, he has met his goal and reads a more difficult passage during the next instructional session. Celebrate/Support The instructor provides a reward any time students meet their goals. Students who do not are supported for their effort and new goals are set for the next time.

31. R.F. Hudson Massachusetts Reading First Conference 2006 Graphing Fluency Progress Use the graphs with students to provide critical information about progress and motivation. Always use a pencil! Be consistent in what you chart—either the total words read/errors OR correct words read/errors. Whichever you choose, stick with it.

32. R.F. Hudson Massachusetts Reading First Conference 2006

33. R.F. Hudson Massachusetts Reading First Conference 2006

34. R.F. Hudson Massachusetts Reading First Conference 2006 Precision Teaching Materials Available… From the State of Florida Department of Education Reading and Math materials, including graphing charts Go to http://www.firn.edu/doe/workforce/pdf/catalog_text.pdf to order the materials. Look on page 42

35. R.F. Hudson Massachusetts Reading First Conference 2006 Precision Teaching Materials Available… Techniques of Precision Teaching: Item # 3716 V-D:1 Part 1: Training Material; Cost Out-of-State $4.00 Item # 3717 V-D:2 Part 2: Math Basic Skills Curriculum; Cost Out-of-State $9.50 Item #3718 V-D:3 Part 3: Reading Basic Skills Curriculum; Cost Out-of-State $8.15

36. R.F. Hudson Massachusetts Reading First Conference 2006 Graphing Fluency Progress Use dots for what you want to accelerate (words, sounds, phonograms, etc.) and Xs for what you want to decelerate (errors). Be sure to draw a line whenever something changes—new probe, long vacation, extra practice or instruction, illness, or anything else that might affect the student’s performance. Never connect data points across a line. Only connect data points that are in the same passage and time frame.

37. R.F. Hudson Massachusetts Reading First Conference 2006 Improving Prosody Reading with recordings Partner reading Reader’s Theatre

38. R.F. Hudson Massachusetts Reading First Conference 2006 Reading with Recordings Integrate reading with recordings into repeated readings or timed repeated readings. Recordings should be free of sound effects, music, or other distractions

39. R.F. Hudson Massachusetts Reading First Conference 2006 Partner Reading Two students or a student and a tutor are paired to read the same text aloud Readers take turns reading Pair a more capable with a less capable reader; the more capable reader provides a model and offers support and feedback Equally capable readers reread text after hearing teacher read aloud, or after reading the passage during instruction Can also be done as repeated readings

40. R.F. Hudson Massachusetts Reading First Conference 2006 Variations of Assisted Reading Echo reading I read, then you read. Adult models accurate and prosodic reading (reads a line of text while pointing) Student ‘echoes’ the model (reads the same text while pointing)

41. Readers’ Theater

42. R.F. Hudson Massachusetts Reading First Conference 2006 What the research says… Limited direct evidence of effectiveness Many anecdotal accounts of increased motivation or reading achievement (e.g., Martinez, M., Roser, N.L., & Strecker, S., 1998/1999; Worthy & Prater, 2002) Quasi-experimental study with small sample (& Rinehart, 1999) that found improvement in oral reading fluency and self-reported attitudes toward reading. Non-experimental pre-post studies (Corcoran & Davis, 2005; Keehn, 2003) Unpublished dissertations (Carrick, 2000; Maberry, 1975)

43. R.F. Hudson Massachusetts Reading First Conference 2006 What the research says… So should we use Readers’ Theater to build fluency?

44. R.F. Hudson Massachusetts Reading First Conference 2006 What the research says… Yes. Readers’ Theater is valuable for providing the motivation to read text multiple times; an authentic reason to reread text. For many struggling readers, the motivating factor is a very strong and critical component of helping them develop into fluent readers.

45. R.F. Hudson Massachusetts Reading First Conference 2006 Benefits of Readers’ Theatre Provides an authentic purpose, legitimate reason, and motivation for rereading text multiple times. Through repeated readings, helps students develop accuracy, rate, and prosody. Helps students understand the importance of intonation and how it relates to context. Improves students’ comprehension of text through repeated readings and variations in interpretation. Requires teamwork among students. Sanctions peer interaction and fun.

46. R.F. Hudson Massachusetts Reading First Conference 2006 Readers’ Theater

47. R.F. Hudson Massachusetts Reading First Conference 2006 Research-based Components of Readers’ Theater LOTS of practice, which means lots of reading, not listening to others Repeated readings of text with feedback—evidence suggests 3 to 4 readings Focus on helping students think about how to read the text to best represent the meaning

48. R.F. Hudson Massachusetts Reading First Conference 2006 Ideas to Ensure Sufficient Practice

49. R.F. Hudson Massachusetts Reading First Conference 2006 Readers’ Theater “The first time I read to know what the words are. Then I read to know what the words say and later as I read I thought about how to say the words…As I got to know the character better, I put more feeling in my voice.” (Stayter & Allington, 1991)

50. R.F. Hudson Massachusetts Reading First Conference 2006 Radio Reading Similar to Readers’ Theatre, except with sound effects added to make it sound like an old-time radio show. Groups of students can create recorded versions of their “radio shows” that can become listening/read-along center readings for their classmates.

51. R.F. Hudson Massachusetts Reading First Conference 2006 Radio Reading Read-along Radio Dramas provide a structure for radio reading. Available from Theatre of the Mind from NPR Recording of a radio play with full cast and sound effects A word-for-word read-along radio script and annotated script

52. R.F. Hudson Massachusetts Reading First Conference 2006 Resources and Materials Are found in your handout

53. R.F. Hudson Massachusetts Reading First Conference 2006 To sum up… Use progress monitoring assessment to determine who needs fluency instruction. Use diagnostic assessment to determine what type of instruction in what area they need. Practice is key to building fluency. Repeated reading with an adult to a rate criterion is the strongest intervention you can provide. Motivation is critical in helping struggling readers get enough practice to improve their reading fluency.

54. R.F. Hudson Massachusetts Reading First Conference 2006 Thank you!! rhudson@u.washington.edu