Joy Blacknell
Overview
Fluency is the ability to read a string of words effortlessly and with meaningful intonations. It is needed to successfully read and understand text (Temple, 2005). It also frees the reader from word identification problems that hinder oral and silent reading.
The essential goal of reading is to become fluent enough so readers will read various genres and for different reasons. For example, a reader may read to gather information or for enjoyment. As readers become more fluent, their comprehension improves and enables them to picture what is happening in the story and think about what is being read (Temple et al., 2005).
In order to become a fluent reader, there are some things that need to be in place:
- Efficient decoding skills (the ability to transform written words into spoken words)
- Oral language skills (the ability to speak and manipulate language properly)
- Familiarity with letter forms
- Automatic word recognition
- Knowledge of vocabulary definitions
- Oral reading accuracy
Researchers Schulman and Payne (2000) recommend that fluency be assessed by the following:
- Running records (teacher recording word for word what reader is reading and comparing it to the material being read)
- Anecdotal notes (a brief note about that provides a snapshot of a moment during reading)
Developing Fluency in Readers
Modeling- providing an oral example of how a fluent reader sounds
Choral reading- reading as if singing a verse in a song
Partner reading- pairing two readers together and reading to each other to see how other readers sound
Repeated reading- allowing the reader to read the same text over and over at different times
Some of these techniques can be used separately or simultaneously. For example, modeling can be paired with partner reading by allowing the strong reader to give examples of how a fluent reader sounds, then asking the less fluent reader to imitate how the sentence had be read.
Family Activities
- The child orally reads to family members a book of the child’s choice.
- Teachers can send home book baggies for children to read to their families. Or the family can place books in a bag that are readily available for the child to read during trips.
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Allow the reader to make predictions about the book based on the cover, title page, and or illustrations.
- Label objects around the home and have the child “read the room.”
- Have voice choirs that allow the child to participate in reading with several people aloud.
Resources
Scholastic Fluency Formula Library- This library offers audio CDs that provide a model of fluent reading. There are two read along speeds (practice and expert) for the reader to practice. This library goes up to six grade levels for reading. Although this can be pricey, funding may be available for those interested in purchasing this library.
National Reading Panel- This is a 20-minute video that explains research-based findings that teach fluency and reading skills. It explains and gives examples of how to better teach children to read.
Readingplus.com- This website prepares readers to become fluent by making reading comfortable and enjoyable. It uses programs that emphasize skills from visual skill readiness to accelerated comprehension. It has tutorials for students through high school. www.readingplus.com
Literacycampus.org- This website is full of activities for readers to complete independently online. www.literacycampus.org
Superkids.com- This website provides families with a list of reading materials and books that are grade-level appropriate. www.superkids.com
365 fun-filled learning activities you can do with your child- This book is divided into several subject areas. The language section has activities families can do to develop fluency and how to complete the activity. Each activity tells the family the skill being promoted, the age of the child to use the activity with, and how to use the activity in everyday life.
Thinking games to play with you child: Easy ways to develop creative and critical thinking skills- This books has games for families to play that promote reading, writing, and memory skills. The activities include the purpose, materials needed, the number of players, skills developed, rules, and variations of the game.
Winning ways to learn: 600 great ideas for children- This book is divided by ages and allows parents to look at language and literacy section to determine what can be done in the home to extend what is being taught at school.
References
Meisels, S., Marsden, D., & Stetson, C. (2000). Winning ways to learn: 600 great ideas for children. NY: Goddard Press.
Schulman, M. B., & Payne, C. D. (2000). Guided reading: Making it work (Grades K – 3). New York: Scholastic.
Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2005). All children read: teaching for literacy in today’s diverse classroom.
NY: Allyn & Bacon.
Tuttle, C.G., & Paquette, P.H. (1997). Thinking games to play with your child: Easy ways to develop creative and critical
thinking skills. LA: Lowell House.
Weaver, M. (1999). 365 fun-filled learning activities you can do with your child. MA: Adams Media Corporation.
Readingplus.com
Literacycampus.org
Superkids.com