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For second language learning. what is the goal of fluency?

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Using visual aids to separate letter, words, can help young reader practice.

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As a student who struggled with reading, how do you approach reading fluency when there are some processing issues present?

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I am also surprised that not all people read with prosody.

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how/when do we start working on prosody? it doesn't seem very applicable in the cvc level

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What age groups or demographics struggle the most with that jump from fluency to comprehension? Are there early signs to watch for that could be easily missed?

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I was surprised to view automaticity as a multitasking problem.

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The complexity behind teaching fluency and how having a variety of readings encourages fluency

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I am surprised that prosody is something that can be taught not just something you're born with

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I was surprised at the number of ways that fluency can be taught in the classroom, especially the use of "real-world" materials such as plays, poems, or scripts.

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If someone doesn't have prosody when reading out loud or in their head does that mean that they don't speak expressively regular conversations?

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part of fluency is prosody, not just the quickness and accuracy

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What is the best way to help students understand how important reading is? How do you cross the roadblock of students who don't enjoy reading because they are not a fluent reader?

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I learned the importance of prosody, as it is vital in communicating meaning through words AND how we say them. This made me think about how much exposure to reading children need.

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I learned that fluency instruction can be implemented in the classroom in a variety of ways that can engage the students.

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I learned about Choral reading and how it builds fluency through repetition, and reduces anxiety about reading.

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I was surprised that prosody was mentioned as a component of reading fluency

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I learned that there is a lot more to fluency that I once realized. I did not know that fluency was broken up into automaticity, accuracy and prosody.

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I learned that automaticity is necessary so that more of the student's energy can be given to comprehending.

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I'm surprised that some people don't have prosody. I feel like that is what makes a book great when I am reading it.

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How do you encourage students who don't like reading to develop fluency?

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At what age is a student expected to 'master' each level of fluency? (i.e, does automaticity come first and then prosody?)

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I learned that practice is the key to developing automaticity.

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I am surprised that not everyone has prosody when reading silently.

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I am surprised that not every person has prosody when they read in their head!

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I learned that automaticity is important for conserving cognitive energy.