Fluency

** What it is: **  **Definition:** According to Assessment for Reading Instruction, fluency is made up of three different components. The different components include: “Fluent reading should involve accurate and automatic word recognition, with appropriate prosody, or inflection. Each component affects comprehension in its own way” (McKenna & Stahl, 2009). When reading, a child should be able to read with a good pace and avoid stopping to think about the meaning of the words. Also as the child reads aloud, the tone, inflection, and expression of his or her voice should match the flow of the sentences he or she is reading on the page.  ** Why is it important: **  Miriam Martinez, Nancy L. Roser and Susan Strecker eloquently stated the importance of this concept saying, “As rate increases, the reader is able to devote more attention to meaning and the interpretation of meaning through phrasing and expressiveness”(Martinez, Rosers, & Strecker, 1998/1999). As a student moves away from reading only the text that is on the page and advances into becoming fluent, they pay more attention to the meaning and therefore can gain more knowledge out of what they are reading.  ** How it is expected to develop: ** ** “ ** Fluency develops over time in a stage like manner”( Fluency PowerPoint, 2011). Overtime, aspects of fluency will improve. Some of these aspects include decoding words accurately, automatically identify words, and reading with appropriate expression. As these elements advance, the ability to read fluently increases. The earlier signs of development will encompass basic identification of letters, numbers, and sounds. From here students will make connections between letters and sounds, and the formation of words and sentences. This is when fluency instruction will help students decode words and help them become automatic with the process (Fluency PowerPoint, 2011). With practice and support this process will increase over time.  ** How it can be assessed: **  Since fluency is composed of three different components, (accuracy, prosody, rate) each component has its own formula to calculate the student’s success. Accuracy is assessed by the number of words the student recognizes automatically (with little struggle), divided by the total number of words read. This will show the accuracy percentage. When prosody is being assessed, scales like the NAEP Fluency Scale and Multidimensional Scales are used to evaluate pitch, intonation, stress, and loudness. Lastly, the rate is assessed to find out how many words can be read per minute.  __ Calculating Accuracy __ Correct number of words read/ Total number of words read = Accuracy percentage  __ Calculating Rate __ [One minute of reading] Total number of words read - Number of errors = Words correct per minute  (Fluency PowerPoint, 2011) <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Instructional strategy: ** <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Readers theater is a great way to teach this concept. According to the article //I Never Thought I Could be a Star//, “Readers Theatre experiences aimed toward increasing the children’s oral reading fluency. Because their practices were ‘rehearsals’, readings are both purposeful and fun” (Martinez, Rosers, & Strecker, 1998/1999). The article goes on to say, “Readers Theatre is an interpretive reading in which readers use their voices to bring characters to life”(Martinez, Rosers, & Strecker, 1998/1999). During the instruction of Readers Theatre it is important to use familiar text that has repetitive sentences and messages. Practicing with a script is a fun way to teach fluency because everyone is engaged and entertained, while accomplishing required reading.