Reading Fluency Evaluation Paper

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

I tutored a struggling reader in Kindergarten. In this paper, I will refer to the student as “Sue Elle” and the school as “ABC Elementary” for confidentiality purposes. Sue Elle is a 5-year-old girl who lives with her mother, father, and her two older siblings. She did not attend preschool before entering Kindergarten. She spent most of her preschool years with her grandmother. In comparison to the class,she tends to perform at the lowest level amongst her peers. Currently Sue does not receive any academic support. The teacher believes that she can become a better reader, however,she is concerned about Sue’s lack of letter and sound recognition.

For readers struggling with fluency, the techniques which are most helpful are ones that build vocabulary and allow the instructor to monitor student progress. Repeated reading is a technique which asks students to reread short passages 3-5 times until their fluency improves. In guided oral reading, the teacher previews difficult concepts and words with the student in order to improve their reading comprehension. Acting as a role model, the teacher reads the text aloud while the student listens to target words and concludes with a summary of the text in their own words. Peer-supported reading is a technique similar to guided oral reading in that a stronger reader acts as a model for a lower performing reader.

Summary: This chapter explains how to help a student who is struggling to read. The book defines what a struggling reader is by saying “the student may have difficulty with oral language, phonological/phonemic awareness, phonics, vocabulary, comprehension, motivation, or some other factor that prevent adequate yearly progress.” The author explains what used to be used to help struggling reader was remediation. Remediation was the process of correcting certain problems. The teacher would have to wait until the student showed signs of a problem and then would have to figure out how to correct it from there.

He is able to read yet he stumbles through reading two syllable words and words that are unfamiliar, thus when he takes the time to sound out these words he loses valuable time. Having said that, to increase J.G. reading fluency skill he should receive further assistance to strengthen his reading fluency. If J.G is reading instructional material out loud then whoever is supervising his reading should include corrective feedback. While he read through the instructional material J.G often looked up to receive help as he sounded out words. Therefore, if given the correct pronunciation coupled with repetitive practice of the new words his sight word count should increase. Alternatively, if J.G is exposed to more reading material and time exercises then his reading fluency scores should increase. Plausible issues that this student may face is a lack of instructional material. His family lives in the countryside, approximately 20 minutes from the city and his mother works full time, therefore he may not have enough material to accomplish this task. Additionally, as a result of his mother working he may not have someone that can assist his reading develop at home during the summer months. Lastly, during the summer many students are unable to retain information learned during the school year, because they are do not constantly practice the materials taught in

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

The research is expanding in the area of evidence-based reading interventions to include children who have intellectual disabilities. Phonological awareness is gaining support as a critical element in reading instruction as shown in student performances using targeted intervention measures that align to the student’s instructional level and to reading standards (Lemons, Mrachko, Kostewicz, & Paterra, 2012). Without explicit instruction in phonological

The most hopeful intervention is early intervention. Classroom intervention and pullout remedial approaches have shown positive results. Prevention programs that focus on phonemic awareness, phonics, and meaning of text in reading instruction of early grades can reduce the base rates of at-risk dyslexic students to below five percent. It will also significantly improve the core reading skills of the weakest readers in early grades. For older students, intervention programs that are described as strategy based and direct instruction have been most effective for their grade level. The combination program has been evaluated with sever dyslexic students in randomized experimental designs with control groups. This approach resulted in better standardized reading measures. Students with word-reading abilities below the fifth percentile before the implementation of the explicit programs tested in the average range of word identification following the interventions (Shaywitz, Morris, & Shaywitz,

Fluency is the ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. Struggling readers often have a hard time reading because they see unfamiliar words, they may lack comprehension skills or the motivation to read. The study I proposed inspects whether or not students reading fluency will improve due to an increase of sight word recognition activities, motivation and participating in the Accelerated Reader program. This study will include fifteen second grade students within a general education classroom. All twenty-five students within the classroom will receive the intervention, but data will be collected on two small groups with

Differentiation is the key for these students. All students may be working on the same objective, but for this group, the assignment will be given in a different style to accommodate their learning. This will help ensure that they complete understand the material being taught. The student may just need the process or the product of the material to be different. The distinction between below – average readers and severely disable readers is an important one. Wherever we as educators draw the line separating the two groups, the idea is that instruction should vary depending on the severity of a child’s reading difficulty. Because fluency incorporates automatic word recognition, it is reflected in the narrow view of reading. However,

While completing the Abecedarian Reading Assessment on my selected student, it was an eye opener of what is needed for a student to be able to develop reading skills. As some student enter kindergarten with a strong ability of reading, some students do struggle with basic letter knowledge which hinders their ability to learn how to read. To explain this better, the student that I chosen for the assessment is going to be entering 1st grade and have prior acknowledgement of Letter Knowledge, Phonological Awareness, Phoneme Awareness, Knowledge of the Alphabetic Principle, Vocabulary and Decoding when given the assessment. As the student had pre-school and kindergarten experience, the student need prompting and time to process the information

I am taking classes on reading instruction on the content areas in pursuit of a K-12 Reading Specialist endorsement. This will benefit my students because I will be trained underlying reading challenges as well as additional strategies to help the to improve on the target

Many different reading inventories will be used to determine if there is a problem and intervention plans will also help the child achieve his goal.

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.).