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This chapter describes fluency as "a bridge between word-recognition accuracy (phonics) and reading comprehension, the ultimate goal of reading". I think that this chapter contradicts a lot of what is actually happening in school right now. I have been noticing a lack of word-recognition in the schools. I think that there is not enough focus on comprehending what is being written, and in actuality, students are able to regurgitate only what is being read. I also feel like comprehension has become less of a focus and students are now only looking to finding the 'right' answer.

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A question we have is what kind of assessment are the Speed Reading tests? Formative? Summative?

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Summative assessments feel most difficult to give in reading. How can you give all your students the same test/text within a certain amount of time and expect that to be a good and fair portrayal of them all as readers. There are so many factors that go into how a student performs on a test, and not being conscious and accommodating to that is problematic.

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Students need more than 7-8 minutes a day of reading silently in order to grow.
Students who read more have better fluency, vocab, and comprehension.

WE need to provide students with a wide variety of texts to read.

Leisure time reading is ESPECIALLY important for "low-ability" readers.  When they read books that are substantially challenging little growth was observed... students need to be reading in their zpd for independent and guided reading.

ONLY TIME ALLOCATED to text READING explained any of the variances in student in a study.... those who read more showed more word recognition than peers who read less.

Listening comprehension and listening to audio books is important for readers too.

Word study alone without reading a text does not fare as well as word study and reading connected.

JOY OF READING MATTERS!

Replace skill and drill with ACTUAL READING and dialogic interactions between student and between students and teachers.

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Summative assessment is not always the best way to really see where our students are and what skills they do have or need more work on when it comes to reading

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Modeling fluent reading- students should have a good understanding of what fluent reading sounds like - allows them to hear appropriate pacing, expression, pronunciation, etc.

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Fluency became completely associated with speed in our past, which then became associated with speed reading tests. So much of our literature and our course work turns future teachers away from speed reading, which has then turned people away from fluency. I think that fluency became disregarded once people automatically assumed it was simply speed reading, and then nobody put in the effort to further learn ways to teach fluency. It makes sense that fluency isn't focused on as much in classes today, because we're consistently taught that speed reading isn't good!

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Assessment is our biggest "road-block". Schools are so dependent on students' test scores that sometimes they lack explanation of what our students actually need. We need assessment to help us as teachers guide our instruction in ways that will benefit our students from where they are

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NCLB changed everything regarding the way students were tested based on comprehension-changing an increased accountability for students and teachers

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"Regarding assessment as an ongoing part of the instructional program that is intimately integrated with curriculum (what we teach and hold kids accountable to) and pedagogy (how we teach)"
(Ch.11  par. 4)

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"Engaging students in the assessment process so they can learn to evaluate their own progress"
(Ch.11 par. 4)

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"Using data from classroom activities to guide individual pathways for students (to differentiate instruction and practice activities) and to evaluate the quality and effectiveness of lessons (so that they can be revised and retaught)"
(Ch. 11 par.4)

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"Directly assessing students’ ability to use what has just been taught"
(Ch. 11 par. 4)

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fluency consist of 2 components: automaticity in word recognition and prosodic/expressive reading

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in K-2 it's important complex grade-level text, even for lower level students because it offers the opportunity BUT when it's independent they need to be able to read text accurately

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Fundamental purpose of formative assessment is to adjust and guide teaching and learning

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Reading fluency is not 'acquired' in the primary grades and instruction needs to continue throughout reading instruction as a way to support silent reading comprehension

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Fluency in the schools has changed from being able to understand what your reading to reading as fast as you can.  Students have become more concerned with passing the test rather than reading well.

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Fluency can be described as a bridge between phonics and reading comprehension

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Fluency can be described as a bridge between phonics and reading comprehension

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Students don't have to read for a certain amount of time per week, but they need to have the option to do it and complete some reading each day/week

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When assessing fluency it is important to think about assessing automaticity and prosody (expressive oral reading).

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the need for informational and narrative is equal in an elementary classroom

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Repeated reading helps with fluency - reading the same text over again. Seen in my 6th grade classroom

helps build up familiar words and can carry over in other text

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Teachers are moving away from formative assessments and towards more summative assessments

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As teachers we can:
- model fluent reading
- assist reading - provide scaffolding
- repeated reading - practice orally rereading the same text several times
- phrasing - adding stress to a phrase
- integrated fluency lessons - fluency development
- performance - help students practice a target text over days and then perform it for an audience

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A significant number of students beyond grade 3 have not achieved sufficient levels of fluency to support their continued growth in reading comprehension pg 147

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A significant number of students beyond grade 3 have not achieved sufficient levels of fluency to support their continued growth in reading comprehension pg 147

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"The connection between the acquisition of literacy and immersion in the disciplines and other academic experiences ensures that students learn to read and write... about knowledge and experience that has life long value." (pg 188)

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we find modeling fluency very important (I Do, you do)

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Reading fluency has turned into speed reading, rather than reading for fluency and understanding. Having students do tests such as fast testing has skewed what reading should be. Pg. 145

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It is important to help students build a foundation of fluency as soon as possible because as soon as they have fluency they are able to continue building on their reading.

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Fluency is often only associated with oral reading but it is just as relevant for silent reading comprehension. Automaticity can only be tested in terms of reading speed/rate so fluency has become correlated with fast reading.

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Student motivation increases when students have access to a wide range of books

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"The importance of one aspect of reading fluency—automatic word recognition—that allows the reader to focus attention on the meaning of a text rather than on the mechanics of reading" (p. 145).

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weaker students seemed to benefit more from increased reading volume than stronger readers

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the more text students have available and are reading, the better their reading comprehension achievement is

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reading volume is related to reading proficiency

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Chapter 11

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"difficulties in reading fluency are a major cause os students' reading comprehension problems."