Group+1+Module+7

READING FLUENCY-It's Development and Assessment Module 7 1. **What does the research say about fluency in reading?** TD- Current research links fluency and comprehension on a more extensive level than originally speculated. Studies support the theory that time spent reading promotes fluency. Over 100 studies have been conducted on repeated reading, and the overall consensus is that repeated reading enhances fluency of the practiced passage(s).
 * ZH**-Fluency in reading could contribute to improving word recognition and comprehension. The more words are read orally and silently, the more recalling of words in reading and guided reading. Fluency is garnered and maintained by more and more reading.
 * KC-**Components of fluency include, rate (speed), automaticity, prosody, and expression. The problem that struggling readers face is their divided attention between decoding unknown words and comprehending what they are reading. When their attention is focused on decoding words, their comprehension suffers. Students who struggle with reading typically spend less time reading, which results in these students falling farther behind each year.

KC-** Comprehension, vocabulary, fluency or vocabulary, comprehension, fluency. I'm not sure...I almost wish that we could rate both vocabulary and comprehension first. We read for meaning (comprehension), but if we don't know what the words mean, then we can't comprehend what we just read. I know that fluency plays a factor in comprehension, but there are times when we are able to comprehend what we've read even if our reading was a little choppy. TD- I could analyze this to death, but for the sake of this discussion I will say fluency, comprehension, and vocabulary. My reasoning for this is that students must have fluency in order to have any idea what they are reading. Next, they need to have comprehension in order to use context clues and other strategies that will help them expand their vocabulary. Lastly (but still of utmost importance), vocabulary comes as a result of a student’s ability to read fluently and comprehend what he or she has read.
 * 2. Put in RANK ORDER, fluency, comprehension and vocabulary- give the reasons why you think it is in this order for you.
 * ZH** The order of these is not very different than before I began Graduate school, except for phonological awareness and phonemic awareness. I will stress them more with the younger students and my ELL students. I would definitely say __comprehension,__ _ vocabulary___fluency. One does need to note the cart before the horse, as Dr. Swanson stated when she put vocabulary first. How could you have the chicken without the egg. Which came first? Why it is this order is hard to explain. Before I was a teacher it was prosody, voice inflection, and fluency. You could recite anything and never understand it. That is for the stage people who act. It is comprehension now because when I read to anyone, they must understand it to get it. To understand something you do not need the entire vocabulary just most of the main parts. I was reading the last two chapters of Tom Sawyer to my tutee and he stopped humming. He listened and understood about the gold in the cave. He stopped humming and actually listened. An autistic kid is able to understand and make connections. He connects and comprehension is so important. The non-verbal cues without vocabulary are understood 90% of the time by Eric if he is aware of what I am relating.

KC-** I noticed that the //Put Reading First// article stated that the teacher or adult working with students on repeated readings should provide guidance and feedback to the reader. It also gave additional examples of different methods for repeated readings such as choral reading and readers' theatre. The article indicated that student's gain more growth in fluency from direct instrucion so independent reading should not take away from instructional time. I agree that students need guidance, feedback, and direct instruction in fluency. While I believe students benefit from independent reading, I don't think that it should be used in place of strategy and skill instruction. I like the //Put Reading First// position because it focuses more on instruction and student/teacher interaction.
 * 3. The (NPR, oops) NRP is stated differently in regard to fluency than the text states. Which way is better?
 * ZH**-Yes, the guidance and direction allow them to take it from there. Every year that I teach in school or VBS, I notice those struggling readings raising their hands to take a part or to just read. It is the practice time and the self-fulfillment that a student realizes each time they take the big chunk of reading outloud. It makes my heart sing.
 * TD-** I also agree with the NRP’s position. Fluency must be viewed as a shared learning experience and as transferrent by nature. I agree with Kelly in that repeated readings, choral readings, reader’s theatre, and the other activities suggested by the NRP will give students well-rounded exposure that will help strengthen their oral reading fluency. **ZH**-Tracy, they can't read with that much expression on a first read. Previewing before reading helps some. The prosody is really over-rated when we really wish for them to identify and know words within whole paragraphs and texts. (Only an opinion.)

TD- Considering words per minute (wpm) rate, how do we gauge what is appropriate progress for each child? (Grade-level norms may not be easily obtainable for some students.) 3. Should we expect students to read with much expression on a cold read?
 * Questions From the whole group. Module 7:**
 * KC-** How often should we formally assess fluency?
 * KC-** Are there any researchers conducting studies on whether independent reading really improves a student's reading ability?
 * ZH-**Will the National Reading Panel or the National Research Council update their findings on the Five Pillars of Reading?