Overview Of Fluency Instruction

Learning to read is a complex task which involves active problem solving through the implementation of several intertwined skills. When providing reading instruction, it is not feasible to expect that children will pick up these skills implicitly. Effective reading instruction requires an explicit and systematic approach which aims to develop the specific skills and understanding required for successful reading. As children move through the stages of reading, learning is supported through methodical and integrated instruction in concepts of print, phonemic and phonological awareness, phonics, fluency, vocabulary and comprehension. However children are active learners rather

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

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

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

How did you learn to read? Most of us do not put much thought into this question, but learning to read is a difficult task. According to Cervetti and Hiebert, the National Reading Panel identified five essential components that a teacher should use during reading instruction, which gives the student the highest chance of being an effective reader (2015, p. 548). These five essential components are also called five pillars of reading instruction. They are Phonics, phonemic awareness, vocabulary, fluency and comprehension. This paper will describe each of the five pillars, how they are related, the benefits, as well as give some effective methods of teaching phonics and phonemic awareness. It will continue by addressing the relationship between reading assessment and instruction and end by identifying ways to address the needs and different learning styles of a student. This paper will start by looking at a definition of phonics and phonemic awareness, then move onto the role that each play in learning to read, how they are related, the benefits and effective methods of teaching both.

Hugh Mackay States that “Obviously, every child should be given the best possible opportunity to acquire literacy skills.” This quote by Hugh Mackay pretty much states what this paper is about. It will elaborate why fluency, vocabulary, and comprehension are important to all learners at all levels. As well as providing assessments in the areas of fluency, vocabulary, and comprehension, which can be used to assess where learners are so that we can provide them with the interventions needed to become successful readers and learners for a lifetime of learning.

After reading page 330 from the ELA/ELD framework, the author mentions the importance of having children read to practice fluency. Children should read to themselves both quietly and then aloud after they master sounds and words without putting much effort. The teacher can activity partake in forming fluency by reading aloud to the student multiple times a day so student can hear unfamiliar words and sounds. When reading, student should have independent level text specific to their level of reading comprehension. To further the student’s fluency, they should read text over more than once to ensure accurate accuracy, appropriate expression, and rate. If students read a head of time the text over and over they become more familiar with sounds

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

Many students are passed on through the education system without having proper reading skills. These skills consist of fluency, comprehension, and phonemic awareness. Reading skills are foundational building blocks for elementary aged students. Students who lack proper reading skills, such as fluency or the rate in which they read, will ultimately lack comprehension of what they are reading due to the amount of time in which it takes the students to read. This leads to the question, how does fifth grade students lack of fluency affect his or her reading comprehension? Unfortunately, because reading skills taught in kindergarten and first grade focus mainly on phonemic

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.

After the survey was over, Lucy was walked back to the class where she laid down and began to read a book right away.