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Will providing extra, direct instruction in fluency help to improve comprehension?

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1. How will I determine the difference between fluency and reading rate?

2. Does comprehension come with better fluency?

3. What processes will I test to get my data?

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According to Allington and Gabriel (2012) every child must:

1. Read something he or she chooses.

2. Read accurately.

3. Read something he or she understands.

4. Write about something personally meaningful.

5.  Talk with peers about reading and writing.

6. Listens to a fluent adult read aloud.

http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/Every-Child,-Every-Day.aspx

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Teaching metacognition skills to readers will help improve comprehension.

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Goodwin and Hein (2015) discuss how the "inner voice" while reading will help students with comprehension.

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http://www.ascd.org/publications/educational-leadership/mar04/vol61/num06/The-Science-of-Reading-Research.aspx

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Their research found there is a relationship between the three things. They found:

1. Students with better fluency, in general, were able to retell more.

2. Better retell was done with dialogic clauses rather than narrative clauses.

3. However, there was better fluency with narrative clauses than dialogic clauses.

4. They suggest students who need help with retell should engage in texts with more dialogue.

5. They noted a connection between background knowledge and comprehension of the text. Students with a better background of the topic did better with the retell. "Retelling of text may be linked more with prior knowledge and interest than to reading fluency in sections of the text".

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An action research study done by Cohen, Krustedt, and May (2009) examined the complex relationship between fluency, text structure, and retelling.

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Researcher Marie Clay suggests we "roam around the known". This means we must first spend several weeks understanding the reader and working with texts at their level before moving forward. (McNaughton, 2014)

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Use parents, volunteers, high school students, school staff to help with reading

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Ways to improve fluency:

1. Paired readings: A profient reader helps a struggling reader.

--"In one study children engaged in paired reading with their parents for 15 minutes a day...made on average close to a year's gain in both [word] recognition and comprehension".

2. Reading together: A mixture of reading together and repeated reading.

-- First a profiecent reading and struggling reader read the same passage together. The better reader reads faster so the struggling reader has to keep up. Then the struggling reader doe repeated readings of the same work.

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Assisted Reading: Ways to improve fluency

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Assisted Reading: Ways to improve fluency

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Better oral reading means better silent reading and understanding.

"Brain studies have show that areas of the brain associated with oral language activities activate even when readers read silently...so expressive reading occurs even during silent reading...and works to reflect and enhance meaning." (Rasinski and Chase, 2014)

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This idea is also supported by Rupley, Blair, and Nichols (2009). They found effective teachers use direct/ explicit modeling of major components of the reading process-- phonemic awarness, phonics, fluency, vocabulary, and comprehension.

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Students must ask questions as the are reading to see if they are understanding

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Teachers must teach comprehension skills to develop good reading skills. This means working on metacognition (the ability to monitor you own understanding) (King-Dickman, 2011).

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"Researchers evaluating intervention between reading rate and comprehension have show that WC/M is sensitive enough to detect small changes in reading skill improvement over a short period of time."

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"...researchers have found that WC/M (words correct per minute) is a reliable and valid measure of broad reading skill development"

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Quotes taken from Jodai and Tahriri (2011)

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Quantitative results using this method show an increase in correct words per minute. Qualitative results improved motivation.

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1. Introduce poem

2. Read aloud together

3. Discuss content

4. Choral read

5. Paired reading

6. Word study

7. Home practice

8. Performance

9. Final reading

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"Poetry inherently promotes the integration of fluency's multiple facets- rate, expression, accuracy, and learning."

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There are concerns over "an overemphasis on rate and accuracy at the expense of prosody and comprehension"

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Quotes taken from Barclay Marcell & Christine Ferraro (2013)

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"Readers who make significant gains in reading with meaningful expression (prosody), read with improve automaticity in word recognition (read faster when assessed), demonstrate greater comprehension of passages read orally and silently, and find greater satisfaction and enjoyment in authentic reading experiences."

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"Deep reading occurs when a student is asked to read a single text repeatedly until a level of fluency is achieved."

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"Wide reading refers to the common classroom practice of reading a text once followed by discussion, response, and instruction aimed at developing some specific reading strategies and skills"

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"Automaticity refers to the ability to recognize words automatically or effortlessly...Prosody complete the bridge by connecting comprehension"

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"My conception of fluency puts it at the center of authentic reading instruction in which the aim of students' reading is comprehension"

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"If fluency is nothing more than reading fast, then fluency should be considered cold"

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"Reading fluency instruction has become, in many classrooms, a quest for speed"

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Quotes from Rasinski (2012)

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How does fluency affect the comprehension of a text?