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I just wanted to give a brief summary of what I read.

Decoding and Fluency: Foundation Skills for Struggling Older Readers was an informative article.

It validated the importance of basic skills needed to increase fluency while showing fluency's effect on reading comprehension.

I found that many of these techniques are used in many of the classrooms that I taught and observed in.

In addition, SRA Reading Laboratory is a good resource for struggling readers because many of the basic skills, vocabulary, comprehension, word structure, fluency and more are practiced in the interesting reading selections. On the personal level, I increased my reading level and enjoyment of reading using SRA, I helped my students to do the same.

Sincerely,

Mrs. Charmaine Francois

Babb Middle School

ESOL Teacher

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In terms of my current pedagogical practices, the article made it abundantly clear that teaching "reading" doesn't stop at the primary years. Fluency, is not only connected to decoding, it is also connected to how students "read" punctuation and rate of syllabication. Overarchingly, fluency is connected to comprehension which unlocks the ability to write and speak with eloquence. I really like that in this section of the text, strategies are discussed to improve fluency, which include passage reading in class, guided oral reading, choral reading, partnered reading, and repeated reading, like the close reading protocols established from the beginning of the academic year.

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I agree that fluency is a conflict of sorts. If students are given the tools, then they can decode much better instead of stumbling over their words and then trying to decipher what they are reading. I have found that when I read to them, they understand much more; however, most students are not rich in understanding the content of the stories, articles, and/or passages even after I read and I think more than anything, this depends of their level of understanding. 

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I agree that fluency is a conflict of sorts. If students are given the tools, then they can decode much better instead of stumbling over their words and then trying to decipher what they are reading. I have found that when I read to them, they understand much more; however, most students are not rich in understanding the content of the stories, articles, and/or passages even after I read and I think more than anything, this depends of their level of understanding. 

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The strategy for multisyllabic words is what I aspire to. As stated in the article, "The inability to read words accurately has both long and short term consequences."

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"Intentional instruction" can improve the skills of struggling readers. I took a class for Orton-Gillingham a while back. Being able to give that to my K-5 students and my own child was so beneficial. However, it was also time-consuming. It's hard to backtrack when expectations are in place. However, I plan to be more "intentional" with instruction next year; there is such a high number of DES kids entering 7th grade. I want to be able to move some of those kids from small group to co-taught-to consultative- to general.

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I agree with the authors when they state that a student's listening comprehension is significantly higher than their reading comprehension. When students listen to an audio or a fluent reader, they don't have to focus on decoding which interferes with what they understand. Working with DES students over the years confirms this.

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I agree that fluency is connected to decoding. When students are unable to decode fluently, it affects their self-esteem and many teachers are unable/unknowledgeable to incorporate effective routines

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What part of the text do you agree with?

On page 97, the author states that partner reading has been shown to be an effective reading strategy to incorporate with middle school students specifically those with learning disabilities. This strategy connects students with similar abilities and ensures that students are actually reading. I agree that this strategy can be effective because students (especially struggling readers) maybe more comfortable reading with a peer.

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In the article, it stated that students' decoding abilities are enhanced when students are given a great deal of practice on using evidence based strategies. I aspire to give my students the time and resources to be able to practice strategies effectively. Practice makes permanent.

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I would aspire to focus more on the multisyllabic instruction. If students can identify root/base words, they can make connections with other words they know. They can also increase their ability to decode and understand more words independently without so much help from the teacher.

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I agree that fluency and decoding should be taught throughout the middle school years; however, it can be difficult to incorporate      Raines 

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I agree that fluency and decoding should be taught throughout the middle school years; however, it can be difficult to incorporate      Raines 