MODULE DESCRIPTION:

             Fluent reading is essential for good reading. Readers must have a level of automaticity as they read that enables them to allocate their attention to the comprehension and meaning of the text. Too often, teachers neglect fluency as a goal for their students, and this may ultimately handicap students’ comprehension success.

            This module will provide a basic course in fluency as a part of a balanced literacy program. Key topics highlighted in the module will include a definition of fluency, the relationship between fluency and comprehension, assessing students’ oral reading fluency, and planning effective lessons.

INSTRUCTIONAL PROFICIENCIES:

Instructional Proficiencies: Teachers of Students with Exceptions Needs: Mild Intervention

Standard 2 - The educator of students with exceptional needs is knowledgeable of human growth and development and uses this knowledge to provide meaningful learning opportunities.

Performance #1

Standard 4 - The educator of students with exceptional needs recognizes that optimal learning relates new information to students. Performances: #1, #2, & #5

Standard 7 – The educator of students with exceptional needs understands that individualized planning is at the center of special education practice. Performances: #3 & #8

Standard 8 – The educator of students with exceptional needs is competent in selecting, administering, and interpreting a variety of formal and informal assessment tools and utilizes this information to design, implement, and evaluate instruction to guide students in self-assessment. Performances: #1, #2, #7, #12

< Developmental Level: < Early Childhood (3-8 yrs.)  Middle Child (7-12 yrs.)

Indiana Academic Standard - English / Language Arts

Standard 1 - Reading: Word Recognition, Fluency, and Vocabulary Development

Standard 2 - Comprehension

INSTRUCTIONAL OUTCOMES:

After completing the module, the user will be able to:

1. Define fluent reading, describe the characteristics of a fluent reader, discuss the role of automaticity in reading, and describe how fluency fits into a balanced literacy program.
2. Explain the relationship between fluency and comprehension.
3. Describe instructional strategies to promote automaticity and fluency in reading.
4. Design a rubric for assessing fluency and use it to assess readers’ fluency.
5. Design appropriate fluency lessons.

INSTRUCTIONAL EVENTS:

To complete this module, the student will need to:

1. Read the selected reading fluency articles

2. Review the Internet resources

3. Task #1 - Complete a series of educational tasks.