Application And Analysis : Fluency, Affective Factors, Comprehension, And Strategic Knowledge

The student I worked with is in 5th grade. We did a DRA on a story called “Cry Foul”. This is a great assessment to assess a student’s reading ability in order to enhance his or her literacy achievement. I learned many things about my student that he likes to read adventurous books and books regarding sports. He wants to become a better reader by enhancing his understanding and vocabulary of the text. It’s also a bit difficult for him since English is his second language and a year ago he was taking ESL classes. It’s amazing that he has great goal settings that determines that he wants to become a better reader. The things that I observed about the student is that his oral reading is fluent since he had about three miscues in which one was

Reading fluency is considered an integral component of the reading process and it has a big presence in the classroom. Its importance became evident since the National Reading Panel (2000) pronounced fluency instruction and assessment an essential and was thus incorporated into the reading First guidelines of No Child Left Behind in 2002 (Shelton, Altwerger, &Jordan, 2009). Reading fluency has been defined in many ways; an outcome of decoding and comprehension, a contributor to both decoding and comprehension, the ability to recognize words rapidly and accurately, the connections

The study that I reviewed for the fluency evidence based practice was conducted in an alternative high school in the Southeast. The students that were involved in the study attended sessions that were mediated by their peers three times a week for 45 minutes. The sessions were held in a study hall type classroom that was structured in that the environment was conducive to helping increase the fluency skills of these struggling readers. This was a focus class that had certain guidelines for being a part of. The students were enrolled in this class if they received a grade level of six or below on the Test of Adult Basic Education assessment. The other requirements for this class were as follows: current reading scores between levels 4.0 to 7.0 as determined by the TOWRE (Test of Word Reading

IPTS 7J relates to performance activity forty-seven by how the competent teacher uses assessment results to determine a student’s performance levels of all four sections of the Basic Reading Inventory: graded word lists, oral reading, silent reading, and listening reading. During this site visit, I gave another form of the silent reading portion to determine if the student is at the instructional/frustration level on grades fifth through eighth. The student remains to be at the instructional/frustration levels for grades fifth, seventh, and eighth grades. I learned to consider other aspects of assessments besides results to understand and evaluate what a student knows

I observed fluent reading, he read accurately with some self-correction, at a steady speed. He also added intonations appropriately. Overall he read very smoothly. Some of the words were not always articulated correctly, but I did not count these as errors, as this is a reflection of his speech impediment and not his reading ability. He also had a good understanding of what he read. His comprehension of what happened in the story and what was being inferred was on

According to Sheakoski (2012), a strategy that can be used to improve fluency in reading is repeat reading. Students can increase fluency skills using the repeated reading strategy during which they read a short passage repeatedly. It should be noted that fluency is more than just pronouncing words correctly, it also encompasses the process of fully and smoothly conveying what the text is about. The ability to read fluently is a predictor of comprehension. This is mainly because the more fluently one reads the easier it is for him or her

Designing an individual intervention to increase reading fluency requires completion of assessments that will determine the child’s reading strengths and weaknesses. An inaccurate reader needs direct instruction on improving word recognition, which may include sight words and decodable words (which rules is the student not applying) at their instructional level. Once the goals have been established, in this case fluency, the intervention will begin with an introduction on fluency and word recognition.

I conducted two assessments including, DIBELS Oral Reading Fluency (Fourth Grade Edition) and the CORE Reading Maze Comprehension Test. The results from this test suggested a strong focus in Fluency and a second focus on

Goal #3: Addison was delivered explicit instruction using passages and texts at her instructional and independent reading levels to ensure she was reading materials allowing her to read with few errors to increase fluency. The materials provided were approximately at the end of the third grade reading level. The interventions utilized to address the goals were 6 Minute Fluency, Leveled Literacy Intervention, and a variety of comprehension

Student C was administered multiple assessments over the course of the semester to identify the strengths and weaknesses of his reading ability. The initial assessment given was the reading interest inventory enabling me to see what the motivations behind his reading were and what his interest level was for the subject. He doesn’t find much interest in reading, however he feels that it is important to be able to read quickly. The reading interest inventory indicated that Student C did not enjoy reading in his free time, but when he did have to read he enjoyed books about sports, adventures, mysteries, and funny stories. The second assessment that was given was the San Diego Quick Assessment. The San Diego Quick Assessment provided an independent level of second grade, an instructional level of third grade, and a frustration level of fourth

The text suggest we do not spend enough time providing struggling readers the instruction/intervention they need to catch up. The books suggest a daily two, 30-minute expert tutorial or very small group lesson for these struggling readers.

I also was able to put a plan into action to improve their reading as well. Adrianna really enjoying this task, she did a great job during the different test. This made it easier for me to evaluate and interpret the information I needed to learn. The most difficult part for me during this evaluation were the leveled passages. Before I begin these test, I knew Adrianna did not like reading. My job was to get her to read with confidence not matter how many mistakes she thought she would make. I loved doing this because I knew that this may be one of reason Adrianna did not enjoy reading. In most cases she students just need a little encouragement. This final case study was perfect for ending off the semester and moving on to the next steps in my

Assessing the results of the IRI test performed, it reveals that the student’s independent reading level is at the primer level. While performing the graded passage at the primer level, the student read the passage out loud, pronouncing 59 out of 62 words correctly, and read relatively fluent. For the reading comprehension of this section she answered all five comprehension questions correct. Her instructional level resulted in first grade, 3 out of 71 words, and answered two factual comprehension questions incorrectly. She performed poorly during the re-telling of the passage, only recalling 17 words out of 71, which reflects in the comprehension section that she had poor memory the content after reading the passage. Based on her results, her

When it comes to teaching, there are always different methods and strategies one can use. Many times students need to see and participate in multiple different methods of how to do something before they can start excelling in the task. In order to be a proficient reader a student must have a steady reading rate, good vocal inflection, articulate the words well, and learn from what they read (Text Response #5).

Fluency instruction involves the direct teaching of tools to allow the student to improve the speed and accuracy of reading while establishing and maintaining an appropriate level of comprehension. Reading too slow inhibits comprehension as the reader’s mind is expending its effort in decoding the text rather than in understanding it. This is often very true of ELLs who are more likely to be slow readers due to longer than average time spent in decoding the text. Teachers should teach fluency in order help students make the shift from decoding to comprehension. They should not assume that this transition will happen automatically or naturally for every