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The components of fluency are reading accurately, reading quickly, and reading with prosody.

The strong relationship between fluency and comprehension.

Reasons why teachers do not focus on fluency within the classroom.

Repeated Reading as an excellent intervention for improving fluency.

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This is a short review of the 18 interventions mentioned in the article Oral Reading Fluency located at
·      Accelerated Reader – My school already utilizes this.

·      Corrective Reading – Applies to grades 3 and higher.

·      Earobics – I used this in a previous school district.  The students hated it and it focuses more on listening.

·      Failure Free Reading – This focuses on third-grade and costs money which is not available.

·      Fast ForWord – This program costs money which is not available.

·      Fluency Formula – This program costs money which is not available.

·      Ladders to Literacy – This is for preschool and kindergarten.

·      Language! – Focuses on 9th and 10th grades and costs money which is not available.

·      Lexia Reading – Focuses on kindergarten and 1st grade and costs money which is not available.

·      Peer-Assisted Learning Strategies (PALS) – This combines partner reading, paragraph shrinking, prediction relay, and re-telling.  This program costs money which is not available.

·      Reading Mastery – Focuses on 4th and 5th grades and costs money which is not available.

·      Read Naturally – This is already utilized by my school.

·      Reading Recovery – This focuses on first grade.  My school used to use this program but decided it was too expensive.

·      Sound Partners – Focuses on kindergarten and 1st grade and costs money which is not available.

·      SpellRead – Focuses on 5th and 6th grades and costs money which is not available.

·      Start Making a Reader Today (SMART) – This is a volunteer program that is located in Oregon.

·      SuccessMaker – I used this program in a previous school district.  The students loved it but it is expensive.

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"I also work in a Title 1 school and know that fluency is an area our Reading Intervention Specialists focus on each year" (K. Blake, personal communication, October 30, 2017).

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“Fluency can be taught in ways that students find authentic, engaging, and well connected to the literacy curriculum, as well as to other subject areas taught in school” (Rasinski, 2012, p. 521).

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“Teachers and parents should also frequently model fluent reading, demonstrating (and sometimes explicitly pointing out) how accurate reading can be done at a reasonable rate and with good phrasing, intonation, and expression” (Hasbrouck, 2010, p. 2).

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“Literacy experts are adamant that fluency can and should be explicitly taught” (Heitin, 2015, p.2).

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Relationship between Fluency and Comprehension Quotes

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Relationship between Fluency and Comprehension Quotes

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“Researchers also noted that fluency, a precursor of comprehension, is often neglected in classroom instruction” (Heitin, 2015, p.1).

"Fluency has been clearly identified by substantive research as one of the critical building blocks of reading because fluency is directly related to students’ ability to comprehend” (Hasbrouck, 2010, p. 1).

“In essence, reading fluency is a necessary, but insufficient condition, for proficient reading and comprehension” (Young, Mohr, and Rasinski, 2015, p. 67)

“There has been a flurry of attention to reading fluency in the last few years because of a growing realization of its importance in reading comprehension” (Wolf, 2017, p.1).

“The highly influential Report of the National Reading Panel discusses fluency as one of only five critical components of the reading process” (Pikulski & Chard, 2003, p.1).

“Oral reading fluency is one of several critical components required for successful reading comprehension” (Rasplica, & Cummings, 2013, p.1).

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1.     Accuracy – reading words correctly.

2.     Rate – how quickly words are read. *

3.     Prosody – reading with expression, pitch, stress, and appropriate pauses.

*Accuracy and rate combine to create automaticity.

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Using Repeated Readings is potentially a great way to progress monitor students on Tiers 2 and 3 of the RTI process.

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What effects would Repeated Reading have on the fluency of my students?

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Repeated Reading is an intervention for improving fluency.

1.     Gather two copies of a reading passage.  The reading passage should be appropriately leveled for the students reading ability.  You will also need a pencil and a timer.

2.     The student will read the passage for one minute.  Mark any words that are skipped, misread, or that you tell the student after five seconds.  Count and graph the number of words read correctly in one minute.

3.     Repeat this process three to five times throughout the week.

4.     Choose a new reading passage after the students complete the Repeated Reading three to five times and follow the same steps again.  The reading passages should become more difficult, or easier, to reflect the growth, or lack of growth, that the data shows.

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What is Reading Fluency and Why is it Important?

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What is Reading Fluency and Why is it Important?

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This article mentions that students need to read with expression and pause at punctuation to be considered fluent.  It also discusses how fluent readers are more able to make text to self connections than nonfluent readers.  Nieporent (2016) also says that the more examples of fluent reading that students listen to, the more their own fluency will improve.

http://mylearningspringboard.com/what-is-reading-fluency-and-why-is-it-important/

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Repeated Reading (RR) for Fluency and Comprehension

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Repeated Reading (RR) for Fluency and Comprehension

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In this article, Schmidt (2017) discusses how more attention resources become available to focus on comprehension as students improve their word recognition.  The article focuses on a study of the effects of repeated reading.  The results showed an increase of 55 words per minute between the first and last initial reading and an increase of 91 words per minute between the first and last final reading.

http://www.eltresearchbites.com/201706-repeated-reading-rr-for-fluency-and-comprehension/

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In this article, fluency is referred to as being critical because it is the bridge between decoding and understanding according to Reading Rockets (2012).  This article does not specifically mention repeated reading as a strategy.  However, it does talk about how reading and rereading often is a great way to develop fluency.

http://www.readingrockets.org/article/fluency-matters

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This article discusses the relationship between fluency and successful comprehension, just like the other articles.  Rasplica and Cummings (2013) mentioned that the goal of reading fluency practice is to integrate decoding, fluency, and comprehension.  The article also gives a brief description and evidence review of eighteen fluency interventions.

https://www.council-for-learning-disabilities.org/what-is-oral-reading-fluency-verbal-reading-proficiency

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Fluency: The Bridge from Decoding to Reading Comprehension

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Fluency: The Bridge from Decoding to Reading Comprehension

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This article is not considered current, but I believe it contains good information.  In this article, Pikulski and Chard (2003) discusses how the brain is not able to do more than one thing at a time unless one of the tasks is automatic which makes fluent reading difficult.  The article discusses how fluent readers are more likely to continue reading while nonfluent readers tend to avoid reading.  The article also shares Ehri’s Four Stages of Reading Development: Pre-Alphabetic, Partial Alphabetic, Fully Alphabetic, and Consolidated Alphabetic.

http://www.eduplace.com/state/author/pik_chard_fluency.pdf

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Fluency in Reading-Thirty-five Years Later

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Fluency in Reading-Thirty-five Years Later

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This is another article that discusses the correlation between fluency and comprehension.  It describes fluency as “complex, involving rapid and accurate processing that is also prosodically appropriate” (Grabe, 2010, p. 72).  The article suggests using oral reading fluency, word recognition, and repeated readings to improve fluency.  Grabe (2010) also states that fluent reading is a key indicator for highly skilled readers.

http://nflrc.hawaii.edu/rfl/April2010/articles/grabe.pdf

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New Research on an Old Problem: A Brief History of Fluency

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New Research on an Old Problem: A Brief History of Fluency

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This article defines fluency as being able to read accurately, quickly, and with good expression.  It also discusses the link between fluency and comprehension and suggests that repeated reading is one of the best ways to improve fluency.  In the article, Wolf (2015) discusses how subskills such as letter sounds and blends must be automatic before a reader can become fluent.

https://www.scholastic.com/teachers/articles/teaching-content/new-research-old-problem-brief-history-fluency/

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In this article, Rasinski (2012) says fluency is a pillar to effectively teach reading.  The article discusses how some teachers confuse fluency with speed reading.  It also describes automaticity, it describes prosody, and it discusses why these are important aspects of fluency.

http://atlanticresearchpartners.org/atlanticresearchpartners/wp-content/uploads/2013/11/Why-Fluency-Should-be-Hot.-9.13.pdf

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Reading Together: A Successful Reading Fluency Intervention

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Reading Together: A Successful Reading Fluency Intervention

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This article discusses how fluency is necessary for proficient and comprehensive reading.  It also describes a reading strategy referred to as Reading Together.  “Reading Together is a hybrid of NIM (Neurological Impress Method) and repeated readings” (Young, Mohr, & Rasinski, 2015, p. 71).  Their data showed that Reading Together was successful in improving prosody (reading how you speak) and automaticity (word recognition).

https://www.shsu.edu/academics/education/graduate-programs/documents/journal-articles/19388071.2014.976678.pdf

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This article describes fluency as a critical building block of reading because of the relationship between fluency and comprehension (Hasbrouck, 2010).  It also suggests different strategies for teaching fluency based on the age and ability of each individual student.

https://www.readnaturally.com/knowledgebase/documents-and-resources/31/29

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Reading Fluency Viewed as Neglected Skill

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Reading Fluency Viewed as Neglected Skill

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This article focuses on how fluency affects comprehension.  It discusses how fluency is being overlooked in the classroom with many teachers spending less than five minutes a day on fluency instruction (Heitin, 2015).  This article also describes how fluency is more than reading fast.

https://www.edweek.org/ew/articles/2015/05/13/reading-fluency-viewed-as-neglected-skill.html

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Error Word Drill is a way to build reading vocabulary and fluency.

1.  When a student misreads a word , write down the error word and date in an Error Word Log.

2. After reading, write all error words onto index cards. If the student has misread more than 20 different words, use the first 20 words from the log. If the student has misread less than 20 words, choose other words from the Error Word Log to practice.

3. Review the index cards. If the student pronounces a word correctly, remove that card and set it aside. Students must read the word within 5 seconds in order to consider it correct. Student can self-correct as long as it is within 5-seconds.

4. If a student misses a word, say the word and have them repeat it. Then ask "what word?" so they repeat the word again. Put the card with the missed word back at the bottom.

5. Continue this process until all words have been read correctly within 5 seconds.  Then, reshuffle all of the cards and go through the deck again.  This continues until time runs out or the student reads all of the words correctly.