Fluency

=**TOOLBOX FOR READING**=

//"Research shows that the amount of reading students do out of school is consistently related to gains in reading achievement"// (Anderson, Hiebert, Scott, & Wilkinson, 1985, pp. 76-77).
= **Fluency** = To date, the best and most clear and concise definition I have come across is that //fluency is the bridge between decoding and comprehension.// A fluent reader accurately decodes words while automatically recognizing them and using the appropriate oral expression while reading.
 * What is it?**

Research shows that the less time a reader has to devote to the act of decoding, the more attention they can devote to comprehension. "According to verbal-efficiency theory, when word reading is fluent, or automatic, cognitive resources that would otherwise be allocated to decoding can instead by devoted to comprehension" (Adlof, Perfetti, & Catts, 2011, p. 197).
 * Why it matters...**

When words come with automaticity, more cognitive space, can be utilized for soaking up the knowledge-the text on the page. Imagine mopping water from a saturated floor, using an already wet sponge. Little water, if any, on the linoleum will be absorbed. Now imagine a recently wrung sponge being applied to the floor. More water will be absorbed in the later scenario.


 * Two activities which increase fluency are __Guided Repeated Oral Reading__ and __Independent Silent Reading__:**

__**Guided Repeated Oral Reading**__- You probabaly have first hand experience of Repeated Reading if your child has a "go to" book when it comes to selecting their bedtime story or the book they repeatedly check out from the library. My mother cringed everytime I brought home a copy of Mexicali Soup (Kathryn Hitte and William Hayes, 1970). She strategically worked out a plan where once a month I was allowed to check out this book. It was only after I had brought home different books throughout the month that I was allowed to revisit my favorite, Mexicali Soup. However, it is quite possible that through my frequent visits with Mexicali Soup, my fluency was being positively influenced.

3 Types of Repeated Reading: The National Reading Panel (April 2000) found that Guided Repeated Oral Reading significantly impacts word recognition, fluency, and comprehension. Are you ready to begin the journey with your child? Chances may be that you are already practicing guided reading in your home. Below is a link that will take you to examples of and ready resources for guided reading. [|Guided Reading Resource]
 * 1) Read Along- An adult reads along with the child, taking turns reading.
 * 2) Assisted Repeated Reading- Reading in unison with your child.
 * 3) Unassisted Reading- Your child reads to you.
 * Books for Guided Reapeated Oral Reading: **


 * As automaticity improves, reading rate, reading comprehension, and overall reading proficiency will also improve.

Poetry's rich and playful language creates a delightful and engaging vehicle, encouraging fluency. Using poetry to teach fluency through repeated reading is an effective way to improve students' reading fluency. Repeated reading of poetry is extremely effective with students whose instructional reading level is between the first and third grades. Ten to 15 minutes of repeated reading per day over an extended length of time has proven successful for both fluent and nonfluent readers (Faver, 2008). Repeated Reading involves reading a particular passage over several days to enhance reading fluency. Choosing the passage:
 * Poetry for Guided Repeated Oral Reading: **
 * Read POETRY!**
 * Should be one that can be read several times in 5 to 10 minutes.
 * 100 to 150 words in length.
 * Appeal to the age level of your child.

Reading the poetry: 1. Read the poem to your child
 * Discuss the poem
 * Help clarify any difficult or unfamiliar words
 * Discuss the rhyming words

2. Read the poem together

3. During the third reading (or where you witness the point to "remove the training wheels"), gradually stop reading, allowing for your child to completely take over.

4. Take turns reading the poem with your child. This provides your child the opportunity to acquire fluency through their reading while your reading provides an example of the poem being read fluently. As you and your child practice reading the poem for fluency, encourage rhythm, punctuation, and voice.

__**Independent Silent Reading-**__ Effective Independent Silent Reading has been documented through the use of the 5 R's in school and the 4 R's at home:

R4's : The time requirement of your child is 80 minutes/ week at home. Your child is encouraged to read for more than 80 minutes-should your week's activities allocate for such.


 * Relax and Read - Your child should select a comfortable location where they may read, undisturbed, for 10-20 minutes.
 * Reflect and Respond - Your child can write about what they read.
 * To make this interesting, they may choose to write authentically. As an example, he/she may write a letter to a character, questioning their actions and choices. They could also write from the character's view in a diary.
 * Additionally, you may wish to write a response to their response. Afterwards, you may read your response to your child, or your child may read your response.
 * Exchanging a meaningful dialogue is also another form of refelcting and responding. Not only does this encourage a different form of communication, by asking questions, digging deeper into their initial responses, you are helping to exercise their deeper level thinking skills.
 * During the discussion with your child, ask them meaningful questions that will help them draw from their comprehension. As an example, rather than simple, basic recall questions such as, "Who was Arthur's friends, instead ask, "Why do you suppose Arthur went along with the others?" "If you were Arthur's friend, what would you have done?" Also strive for more open ended answer questions rather than asking "yes" or "no" questions.


 * Having a meaningful oral conversation or written reflection about the book is a key aspect towards the overall success of silent reading.

Making meaning, rather than speeding through text, is the ultimate goal of reading.
 * It is important to monitor reading rate. "Fast" reading does not necessarily indicate "fluency."**
 * A reader who reads to fast, at a speed that does not allow for comprehension or where the meaning of the text is altered due to substitutions (wrong words) or omissions (skipping words) greatly obstructs reading comprehension.**

References: Adlof, S.M., Perfetti, C.S., & Hugh, W.C. (2011). Developmental changes in reading comprehension: Implications for assessment and instruction. In S.J. Samuels & A.E. Farstrup (eds.), //What research has to say about reading instruction// (p. 197). Newark, DE: International Reading Association.

Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G.(1985). //Becoming a nation of readers: The report of the commission on reading.// Washington, DC: The National Institute of Education.

Hicks, C.P. (2009, December). A Lesson on Reading Fluency Learned From The Tortoise and the Hare. // The Reading Teacher, 63 //(4), 319–323. doi: 10.1598/RT.63.4.7

Kelley, M.J., & Clausen-Grace, N. (2010). R5: A Sustained Silent Reading Makeover That Works. In E.H. Hiebert, & D. Reutzel (Eds.), //Revisiting Silent Reading// (pp. 168-180). Newark, DE: International Reading Association.

Faver, S. (2008, December). Repeated Reading of Poetry Can Enhance Reading Fluency. // The Reading Teacher, 62 //(4), 350–352. doi: 10.1598/RT.62.4.8