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Cunningham: Chapter 8 Fluency Assessment and Intervention (Fluency…
Cunningham: Chapter 8
Fluency Assessment and Intervention
Fluency is more than speed!
Collect Data On...
Accuracy
Comprehension
Speed
Expression
Analyze the Results of the Data
Extended One-Minute Measures to Truly Measure Fluency
Recording The Results of Your Enhanced Fluency Assessment
Speed
:
Words Read in One Minute
Minus Errors
Accuracy
First 100 Words Minus Errors
Expression
Rating Scale
Level 4 Sound Like Speech
Level 1 Word by Word
Comprehension
Rating Scale
Level 4 Recalls Most
Important Idea/Events
Level 1 Recalls Almost
None/No Comprehension
Accuracy Analysis
Not Including High-Frequency Words
High-Frequency Words
Extended the Fluency Assessment
Have students read easier passages if they are too difficult
Adapt the way you measure comprehension
Ask to read silently and think about what they are reading
Ask to retell story after silent reading
Silent reading may be for Comprehension, while reading out loud is for Fluency
Measures
Measuring Expression
Level 3
: Reads mostly in phrases and with some expression
Level 2
: Reads mostly word by word with some phrases but little expression
Level 4
: Reads in phrases with expression that sounds like speech
Level 1
: Reads like reading words in a list, word by word with little or no expression
Measuring Comprehension
Level 3
: Recalls a lot of events or facts and little misinformation
Level 4
: Recalls most of the important events or facts and no misinformation
Level2
:: Recalls some events or facts and may include some misinformation
Level 1
: Recalls little except the topic
Measuring Accuracy
Make a record of errors
Line through omitted words
Caret in any substitution words or mispronounced words
Write an "H" for words they hesitate on
Write "SC" for self corrections
Measuring Sight Word Recognition
Being able to instantly and automatically recognize the high-frequency words is critical for fluency.
Mispronouncing or hesitating on any of these words will slow down reading, interfere with expression, and probably impede comprehension.
Fluency Interventions
Read It Again
Fluency-Oriented Reading Instruction (FORI)
Same concept as FDL, but with longer passages
Second day, however, students do echo reading (Echo reading is when a teacher reads several sentences aloud then students echo the reading)
Third day, student do choral reading
Fourth day, students read with a partner, taking turns each page. Then, if times allows, students read it again but switching the pages read.
Final day, students do some extension activities related to the story.
Fluency Development Lesson (FDL)
Teacher Chooses short passage or poem and reads the passage several times
One copy of passage goes in a school folder and the another home to read to family
Class discussion includes students reading passage aloud
The next day students read the passage once more before moving on to the next passage.
Student Pairs take turn reading three times
Students and teacher do choral reading
Students select 2-3 words to add to personal word bank, they study these words
Studies show that this is a very effective and enjoyable method by teachers and students
Easy Reading For Everyone
Model, by reading aloud, the use and enjoyment of easy books.
Alter purposes for easy reading by having older children read these books to younger buddies.
Allow children to make tape recordings of favorite books.
Make the expanding world of easy nonfiction picture books readily available.
High-Frequency Words
Models of Fluent, Expressive Reading
Model how to partner read
"Hammy" Teacher Read-Aloud
Echo and Choral Reading of Plays and Poetry
National Reading Panel
Response to Intervention (RTI)
We seldom stop to consider what we are actually measuring
Word Count Per Minute
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Really only assesses accuracy and speed