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Repeated reading of the same text at least three times leads to fast, accurate, and effortless word recognition. Teachers should make repeated oral reading a regular part of reading instruction

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The entire class reads the same text out loud. This can be beneficial because students can hear themselves as well as their classmates.

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6 Characteristics of Effective Fluency Instruction

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6 Characteristics of Effective Fluency Instruction

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1. Model reading fluency
- Provide students with examples of fluent and non - fluent reading.
2. Reading Practice
- Provide reading opportunities with guidance and feedback.
3. Access to Appropriately Challenging Reading Materials
- Students spend more time reading when their books are appropriate for their reading level.
4. Use of Oral and Silent Reading
- The use of oral and (guided) silent reading have shown to provide fluency gains.
5. Monitoring and Accountability
- Monitoring silent readers with quick stop in visits has been proven to be more effective than simply modeling by reading silently.
6. Wide and Repeated Reading
- Reading texts throughout the genres and re-reading texts leads to automatic word recognition and comprehension.

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- Direct, unambiguous teaching.
- Proceeds in small steps that check for understanding.
- Provides scaffolds.
- Requires student participation.

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Teaching students to read fluently requires direct, explicit instruction followed by practice, and repetition.

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Hierarchical Blending

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Sequential Blending

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1. Synthetic Phonics Instruction
- change letters into speech sounds, then blend the sounds together to pronounce the word
2. Embedded Phonics Instruction
- follow a predetermined sequence of phonics instruction, then select specific books that contain phonics instruction
3. Analogy-Based Phonics Instruction
- encouraged instruction of onset/rime to identify new words with similar onset/rime
4. Analytic Phonics Instruction
- Study previous whole words, to discover letter sound relationships
5. Phonics-Through-Spelling & Writing Instruction
- segment spoken words into phonemes, then write letters representing those sounds to spell those words

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- Consonant Letters & Sounds
- Vowel Letters & Sounds
- Word Patterns
- Onset & Rime

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"When instruction in phonemic awareness is quickly paired with phonics instruction involving letters, it strengthens both the student's phonological awareness skills as well as their knowledge of the alphabetic principle."

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- Can be taught and learned.
- Helps children learn to read and spell.
- Most effective when focusing on only one or two types of phoneme manipulation.

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1. Word Comparison
2. Rhyming
3. Sentence Segmentation
4. Syllable Segmentation & Blending
5. Onset-Rime Blending & Segmentation
6. Blending & Segmenting Individual Phonemes
7. Phoneme Deletion & Manipulation

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1. Introduce the word's pronunciation.
2. Introduce the word's meaning.
3. Illustrate the word with examples.
4. Check students' understanding.

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1. Provide description, explanation, or example.
2. Students restate in their own words.
3. Students contract a picture or symbolic representation of the word.
4. Engage students in activities that allow for them to add to their knowledge in vocabulary notebooks.
5. Ask students to discuss terms with one another.
6. Involve students in games to allow them to play with the terms.
(4, 5, 6 are done periodically)

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- Should be of primary importance
- Words that appear across a variety of domains
- Words that can be worked with in a variety of ways
- Word which students understand the general concept

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Provide students opportunities for application

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Provide students opportunities for application

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Introduce vocab and info prior to reading

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Introduce vocab and info prior to reading

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1. Activating prior knowledge

2. Questioning

3. Analyzing text structure

4. Creating mental or visual images

5. Summarizing

6. Comprehension Monitoring

7. Graphic Organizers

8. Text-Focused Dialogue

9. Multiple Comprehension Strategies

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“Deliberate efforts by a reader to better understand or remember what is being taught”

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Three Tiers -
Tier 1: Commonly Known Words
Tier 2: Frequently Occurring, General Academic Words
Tier 3: Low Frequency, Domain Specific Words

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The ability to distinguish individual speech sounds. Oral language only.

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Involves identifying and manipulating units of oral language.