Fluency Edok
Teresa Shelton
Edok #2
Education 342/TTh 9:30
March 2, 2012
Kuhn, M. (2004/2005, Dec./Jan). Helping Students become accurate expressive readers: Fluency instruction for small groups. The Reading Teacher, 58. Retrieved from http://ezproxy.mssu.edu:2065/docview/203278324?accountid=12570
Central Theme: How fluency has been overlooked in the reading process and how it is actually a vital part of the process. Fluency is the development of automatic word recognition and the ability to read like you would speak the words (prosody). The conducted study was to decide whether repeatedly reading text and reading equal amounts of nonrepeated text led to comparable growth in reading fluency. There were three groups evaluated on repeated and wide reading processes to test the fluency and comprehension.
Main Ideas:
§ Making sure that students become fluent readers is one of the major goals of reading instruction.
§ Fluency plays an important role in a reader's ability to create meaning from text, which is end goal of reading instruction.
§ To create adequate comprehension, students must develop automatic word recognition through the extensive reading of connected text instead of developing the ability to recognize words in isolation.
§ The fluency-oriented oral reading strategy (FOOR) used several parts that have proved successful in earlier fluency including modeling, repetition, positive feedback, and the chance for oral rendition of practice reading.
§ Wide reading was selected as the second approach to decide the effectiveness of scaffolded, but nonrepeated reading for fluency.
§ A third group was tested for fluency by a listening only approach. Students are read the same text as other groups but are not allowed to read the text themselves.
§ Both FOOR and wide-reading approaches have increased fluency rates then listening only.
Author’s Conclusion
The author is convinced that fluency plays a critical role in understanding context in reading. She also, believes that fluency, prosody, and automaticity are all important in reading instruction. She conducted the study using the three approaches (FOOR, wide-reading and listening only). After the approaches were used the students were tested for fluency which showed that students improved fluency and context comprehension using the FOOR and wide-reading approaches. Finally, after the study it was even more apparent that fluency strategies must be incorporated into the literacy programs.
Evaluation:
It was a very interesting how depending on the time frame how one aspect in reading can be overlooked or can be the hot topic. Reading the whole article makes it clear to me that all aspects should be interchangeable and used in every classroom. Then the teacher would adapt it to her students’ needs where she needed to put emphasis to help each student. The fact to prove her point of the importance of fluency she used a case study. She tested three strategies and had a control group to be able to test fluency with an approved testing method. She proved that there are new ways to help students to develop fluency and that some of our old ways may not be as effective as we thought.
Edok #2
Education 342/TTh 9:30
March 2, 2012
Kuhn, M. (2004/2005, Dec./Jan). Helping Students become accurate expressive readers: Fluency instruction for small groups. The Reading Teacher, 58. Retrieved from http://ezproxy.mssu.edu:2065/docview/203278324?accountid=12570
Central Theme: How fluency has been overlooked in the reading process and how it is actually a vital part of the process. Fluency is the development of automatic word recognition and the ability to read like you would speak the words (prosody). The conducted study was to decide whether repeatedly reading text and reading equal amounts of nonrepeated text led to comparable growth in reading fluency. There were three groups evaluated on repeated and wide reading processes to test the fluency and comprehension.
Main Ideas:
§ Making sure that students become fluent readers is one of the major goals of reading instruction.
§ Fluency plays an important role in a reader's ability to create meaning from text, which is end goal of reading instruction.
§ To create adequate comprehension, students must develop automatic word recognition through the extensive reading of connected text instead of developing the ability to recognize words in isolation.
§ The fluency-oriented oral reading strategy (FOOR) used several parts that have proved successful in earlier fluency including modeling, repetition, positive feedback, and the chance for oral rendition of practice reading.
§ Wide reading was selected as the second approach to decide the effectiveness of scaffolded, but nonrepeated reading for fluency.
§ A third group was tested for fluency by a listening only approach. Students are read the same text as other groups but are not allowed to read the text themselves.
§ Both FOOR and wide-reading approaches have increased fluency rates then listening only.
Author’s Conclusion
The author is convinced that fluency plays a critical role in understanding context in reading. She also, believes that fluency, prosody, and automaticity are all important in reading instruction. She conducted the study using the three approaches (FOOR, wide-reading and listening only). After the approaches were used the students were tested for fluency which showed that students improved fluency and context comprehension using the FOOR and wide-reading approaches. Finally, after the study it was even more apparent that fluency strategies must be incorporated into the literacy programs.
Evaluation:
It was a very interesting how depending on the time frame how one aspect in reading can be overlooked or can be the hot topic. Reading the whole article makes it clear to me that all aspects should be interchangeable and used in every classroom. Then the teacher would adapt it to her students’ needs where she needed to put emphasis to help each student. The fact to prove her point of the importance of fluency she used a case study. She tested three strategies and had a control group to be able to test fluency with an approved testing method. She proved that there are new ways to help students to develop fluency and that some of our old ways may not be as effective as we thought.