MOD#47:Reading Fluency @idealindiana.com

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Reading Fluency
Author
Susan Tancock, PH.D., Ball State University

Introduction

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.

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.

Instructional Outcomes

After completing the module, the user will be able to: 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. Explain the relationship between fluency and comprehension. Describe instructional strategies to promote automaticity and fluency in reading. Design a rubric for assessing fluency and use it to assess readers’ fluency. Design appropriate fluency lessons.

Instructional Proficiencies

This module will improve professional development of teachers in that by completing the Internet-based module the teacher will increase awareness about the topic, develop conceptual understanding, and gain skills that will help in the teaching of reading fluency. The teacher can then apply these skills when working with children with the goal of improved student achievement.

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 possesses a repertoire of evidence-based instructional strategies and knowledge of technology, and selects, adapts, and uses these strategies and technologies to promote positive learning results.

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 I competent in selecting, administering, and interpreting a variety of formal and informal assessment tools and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment.

Performances #1, #2, #7, & #12

Developmental Levels:

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 Events

To complete this module, the student will need to: Read the selected reading fluency articles Review the Internet resources Task #1 - Complete a series of educational tasks.

To complete this module, the student will need to:

Read the selected reading fluency articles
Review the Internet resources
Complete a series of educational tasks.

Instructional Evaluation

	Below Average	Average	Above Average
Foundation	Definition of fluency is lacking accuracy and does not include some of the important descriptors. Description of how fluency instruction fits into balanced literacy program is not clear or accurate. Answers on the "Foundation" worksheet are not complete or accurate.	Definition of fluency is accurate and includes the important descriptors. Description of how fluency instruction fits into balanced literacy program is clear, and accurate. Answers on the "Foundation" worksheet are complete and accurate.	Definition of fluency is very accurate and includes the most important descriptors. Description of how fluency instruction fits into balanced literacy program is very clear, and very accurate. All answers on the "Foundation" worksheet are very complete and accurate.
Fluency & Comprehension Relationship	Semantic map does not clearly or accurately depict the relationship between fluency and comprehension. Graphic does not show understanding of this relationship and does not include some of the major factors.	Semantic map clearly and accurately depicts the relationship between fluency and comprehension. Graphic shows understanding of this relationship and includes some major factors.	Semantic map very clearly and accurately depicts the relationship between fluency and comprehension. Graphic shows complete understanding of this relationship and includes all major factors.
Toolbox	Fluency toolbox includes less than10 fluency instructional techniques Techniques are not clearly or accurately described. The toolbox grid is not completely or accurately completed.	Fluency toolbox includes 10 evidence-based fluency instructional techniques. Techniques are clearly and accurately described. The toolbox grid is completely and accurately completed.	Fluency toolbox includes at least 10 evidence-based fluency instructional techniques Techniques are very clearly and very accurately described. The toolbox grid is very completely and accurately completed.
Assessment	An assessment rubric is generated that does not accurately evaluate the major components of fluent reading. Assessment date from two children are submitted that do not give detailed qualitative or quantitative information about oral reading behavior and do not suggest appropriate instruction.	An assessment rubric is generated that accommodates the major components of fluent reading. Assessment data from two children are submitted that give detailed qualitative and quantitative information about oral reading behavior and suggest appropriate instruction.	An assessment rubric is generated with Rubistar that accommodates all the major components of fluent reading. Assessment data from two children are submitted that give very detailed qualitative and quantitative information about oral reading behavior and suggest very appropriate instruction.
Lessons	Two fluency lessons are submitted that do not clearly follow the assessment data presented. The lessons do not include appropriate objectives, instructional strategies, materials, and evaluation.	Two high-quality fluency lessons are submitted that clearly follow the assessment data presented. The lessons include appropriate objectives, instructional strategies, materials, and evaluation.	Two very high-quality fluency lessons are submitted that very clearly follow the assessment data presented. The lessons include very appropriate objectives, instructional strategies, materials, and evaluation.

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