MODULE DESCRIPTION:

Reading fluency encompasses the speed or rate of reading as well as the ability to read materials with expression.  Fluency includes the ability to read connected text rapidly, automatically, smoothly, and accurately, with appropriate expression and phrasing.  Fluent readers pay little conscious attention to the mechanics of reading such as decoding or “sounding out” words and are able to group individual words into meaningful phrases, and apply rapid phonic, morphemic, and contextual analyses to identify unknown words.  Fluency includes components of rate (number of words per minute) and accuracy (number of correctly identified words) that support deep comprehension.  Prosody is a term used to describe an additional dimension to fluency which includes the rhythms and intonations of spoken language, the ability to read with expression by segmenting text into meaningful units, marking phrase and sentence boundaries with pauses, and making appropriate changes in pitch and emphasis.

Certainly, the long-term goal of reading instruction is comprehension.  In order to achieve this goal, students need to become fluent readers.  Fluency is important because it provides a bridge between word recognition and comprehension.  Recognizing words automatically is a necessary feature of good reading.  Research indicates that good readers who recognize words instantly and use phonic decoding skills easily and accurately, read considerably more than poor readers do, right from the beginning of their school career.  Poor readers, who struggle with word identification and decoding, tend to avoid reading and do not enjoy reading because it requires so much effort.  Fluent readers do not have to concentrate on decoding the words and can focus their attention on what the text means.  Fluency can be improved through explicit training and develops as a result of multiple opportunities to practice reading skills with a high rate of success.

This module will provide a basic course in strategies for building and increasing reading fluency.  Key topics highlighted in the module will include important reasons for building fluency, questions to ask regarding a student’s skills in the area of fluency, general teaching considerations, a description of several specific strategies for building reading fluency, suggested fluency rates for grade levels, and tips and other considerations for strengthening reading fluency.

IPSB Instructional Proficiencies

Principles 2, 3, 4, 7, 8

English/Language Arts K-12 Alignment Standards 1 & 2

Exceptional Needs/Mild Standard 4: Instructional Strategies #10 “uses scientifically-based research supported…”

INSTRUCTIONAL OUTCOMES:

At the completion of this module the learner will be able to:

1. Discuss important reasons for building fluency in the area of reading.
2. Summarize research related to reading fluency.
3. Determine reading fluency levels and reading accuracy levels for 1 student who needs to improve reading fluency.
4. Read a variety of reading fluency strategies, then select and describe 3 or 4 effective strategies for building reading fluency.
5. Implement 2 reading fluency strategies (if possible, one of which is in the area of reading prosody) with a student for improving reading fluency.
6. Use progress monitoring strategies to collect and chart student performance data for each of the strategies implemented.
7. Describe and share the results of the action research projects and discuss implications for future action research projects.

INSTRUCTIONAL EVENTS:

1. Study this module on Fluency Building Strategies for Reading
2. Refer to other resources for additional information on the topics,
3. Complete the following 4 “tasks for completion and discussion” included in this module:
1. Task #1
2. Task #2
3. Task #3
4. Task #4