Fluency Evidence Based Practice

In evaluating the different types of reading interventions, I found that paired reading is the most commonly used to increase fluency. According to the report of The National Reading Panel (2000), guided repeated oral reading is the most effective procedure for developing reading fluency (Kuhn & Stahl, 2000; Rasinski & Hoffman, 2003). Paired reading was originally developed

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

awareness, a student will fall short in being able to understand the critical elements needed to read and will only be able to learn by memorization (Shankweiler & Fowler, 2004). Based on these statistics, evidence-based reading interventions including phonological awareness must be included in reading instruction. The purpose of this study was to see the effect of evidence-based reading interventions that align with students’ instructional level and their achievement in literacy performance for first grade students who have intellectual disabilities (ID). The information presented focused on early literacy development, phonological awareness, intellectual

By students reading aloud, we were able to practice the student's fluency and determine students accuracy within their decoding processes. The majority of students decoded at a fifth-grade level. Students who struggled with decoding were provided interventions within the resource room at the school. I noticed that students who remained in the classroom showed more progress throughout the year. Students provided with interventions continued to struggle with the fluency component of reading. For next time, I would like to be able to provide more in class interventions that target students needs based on reading fluency and comprehension.

290). A more board implication is that students who have reading difficulties will likely need intensive intervention. Decoding, fluency and reading comprehension can be the focus of these interventions which allow students to opportunity to work on their reading deficits. The selection of appropriate programs is also an important aspect of intervention, “selection of programs that are appropriate for student’s reading levels, and using mastery tests and other progress monitoring measures to determine how quickly students can proceed through a program or when a change of emphasis is warranted” (pg. 290). Through proper data collection and analysis, appropriate and comprehensive programs are able to be created and used to increase a student’s reading

Reading fluency was supported in a 2nd grade classroom I observed by paired reading. Paired reading helps build fluency by allowing students who may be struggling to read aloud with more fluent partners (Cooter and Reutzel, 2015, Pg. 192). In this classroom, there are several different levels of readers. Some of the readers are below grade level and some are well above grade level. The teacher paired students that need to master fluency with readers that are already fluent in reading. The pairs picked a big book of their choice and used small pointers to point and follow along with the book. The students were sitting on the carpet together where they both had easy access to the book. The students took turns reading the book to each other with

Use of peers as instructional agents is a hallmark component of the corrective reading program, and one that is supported by empirical evidence. Simmons et al. (1995) investigated the effects of peer instruction on reading abilities of students with learning disabilities and statistically low performing readers. Academic engagement increased as well as spelling and reading posttest scores, suggesting that use of peer tutoring within the corrective reading approach is an effective and productive means to provide reading instruction to students with low reading performance and/or disabilities. Often, peer instruction was found to be more effective than a traditional teacher-mediated instruction.

Different reading strategies can be used to enhance Ralph’s difficulties. The different reading strategies include but are not limited to echo reading, choral reading, timed-repeated readings, and project words. Each of these different strategies will strengthen Ralph’s overall literacy. Echo Reading is where a more experienced reader begins reading a section of text and then, the Ralph would reread the section just read by the first reader. Choral reading is an effective strategy to help build reading rate and confidence; with choral reading Ralph will read in unison with a mentor or peer. Timed-repeated readings escalates confidence, speed, and word recognition. Ralph will read a piece of text four to six times, he should read the passage

Hawkins et al. (2011) investigated the effects of a peer-mediated repeated-reading condition (PRR) intervention, while adding a listening-previewing component (PRR+LP) through an MP3 player. The study was completed at a charter school and examined six 4th grade students between the ages of nine and eleven years old who were initially scored in the at-risk range. Three groups were formed including a control group, PRR group and PRR + LP group. The control group was presented with a passage and asked to read silently and repeatedly for 20 minutes. The PRR group took turns reading the passage aloud to each other while switching readers every paragraph. If a student made a reading error, the tutor would stop the reader and have him or her

While reading and looking at many strategies and procedures I feel that repetition in most cases for at-risk students is the key. Strategies such as these will give students the tools to become better readers. The experimental group of third graders who were working with the interventionist understood the text when it was read to them; however, the word recognition was the cause for the low test scores (Mayfield & Holmes, 1999-11-19). A problem in my classroom addressed by the repetition strategies was the ability to read and remember sight words.

Having the right methodic strategies to teach and encourage fluency reading can be a tedious task for an educator. All students including those like Chloe in the IRIS scenario do not read alike. One particular strategy might work for one student but not another. However some of the tried and true strategies have work are Reader’s Theater, Musical/Choral Reading and Tape-Assisted Readings. These strategies not only can be used in the classroom but reiterated and reinforced at home with the parent interacting with the student.

The Timed Repeated Reading method provides the reader the opportunities to read a short text multiple times. Accuracy and comprehension are not the initial goal of this method. The main goal of the repeated reading method is to improve fluency. Fortunately, the multiple reads of the same text ultimately addresses accuracy and comprehension. Through the implementation of the timed repeated method, word decoding accuracy is developing, therefore improving automaticity. One-minute timings encourage students to read at appropriate rates. The students read short texts for one–minute; record scores on a graph, and discusses the data with the teacher. Providing a visual of the reading progress and verbalizing successes is rewarding and motivating

Students in the pre-emergent stage of language acquisition have a vocabulary base of approximately 500 receptive words (Hong, 2008, p. 61). However, these students may be experiencing the “silence period” or parrot others thought they produce limited language output. Therefore, the read aloud strategy, a method of reading a book audibly either as a class or in small groups provides English Language Learners the opportunity to hear English spoken in a clear slow manner while participating in a classroom activity (Grand Canyon University School of Education website, n.d., expression 2). By reading aloud, the teacher provides a model of proficient reading and a means to provide content for ELLS who cannot yet read at the level of the text (Levine, Lukens, & Smallwood, 2013, p. 94) Also reading aloud “builds students background knowledge and develops academic vocabulary along” with proper enunciation which is vital for this stage of English development (Echevarria, Vogt, & Short, 2013, p. 76).

The first academic intervention strategy suggested is known as the Peer-Guided Pause. For this strategy, it is suggested that during a whole-group lecture, a teacher should incorporate several Peer Guided Pauses during the lecture. Through this Pause, students know to work in pairs to review concepts previously discussed. Students monitor their understanding, review model problems, and work cooperatively. For Kyle, this strategy would improve his educational outcomes by redirecting Kyle’s attention at several intervals during the lesson to ensure he is staying focused, taking notes, and understating the material. This will also aid in Kyle’s communication skill building. The second academic intervention strategy suggested is known as Reading Fluency: Assisted Cloze. During this strategy, the teacher reads a passage aloud while the student followshel along silently and keeping pace with the test with a finger. Occasionally, the teacher will pause and the student is required to read aloud the next word in the passage. The process is repeated until the entire passage

Fluency and Comprehension Gains as a Result of Repeated Reading – A Meta Analysis, an article written by William J Therrien examines the strategy of increasing fluency through multiple sessions of repeated reading. Through his findings he was able to prove that this technique is helpful to both non disable readers as well as those with learning disabilities. These reading sessions are conducted by adults or student peers. They consist of a period of modeling in which a reading passage is read by student peers to the student in the intervention. Corrective feedback is given, there is a performance criteria, a comprehension component, and charting to show student progress. The author includes the statistics for the success of this repeated reading program and encourages its use for non-disable students as well as students diagnosed as learning disable (Therrien, 2004).