Decoding skills would be challenging for a student who struggles with
fluency, and they would require more practice. They would also sound
unstable and uncomfortable since they don't know some terms. One major
one is that they could feel awkward or find reading difficult, making it
something they don't want to do and not like since it feels forced. As
evaluation procedures, timed reading and pair reading are also employed, in
which students are given passages to read to their partners. Timed reading is
a straightforward exercise and evaluation, but depending on the students'
skills and challenges, they may find it annoying. By teaching them how to
decode words, you may help a kid who struggles with fluency in a variety of
ways. Use the regular reading you already do. demonstrate reading fluency.
Show a picture of it to the student. Caretakers and parents may do the same.
Together, schedule periods each day to read. Show them how to use linked
text, and then ask them to evaluate their accuracy, rate, and expressiveness.
It is possible to say that these three aspects of reading are interrelated when
explaining to parents and caregivers the connection between fluency,
vocabulary, and understanding. Fluency is the ability to read properly,
quickly, and expressively. When reading fluently, a student may focus more
on understanding the text's meaning than on attempting to understand
every word. For understanding, language use is crucial. Students who
possess a broad and varied vocabulary are better equipped to understand
and decipher the words they encounter when reading.
This topic links to the
College’s Conceptual Framework specifically to
Engaging in Reflective
Practice
in order to ensure that all of our kids, especially those who struggle
with reading, accomplish academic learning objectives and grow on a social
and emotional level, we are reviewing our planning, instruction, and
assessment processes.
