Abstract:Based on recent research in fluency instruction, the authors present a scenario in which a teacher focuses her fluency instruction on authentic fluency tasks based in performance. Beginning with establishing a student-friendly definition of fluency and culminating with student engagement in fun fluency activities, this article explores the possibilities for bringing joy back into repeated reading practice. Directions for creating a fun fluency kit for classroom use are included
“…Our perspective on what it means to be fluent readers and speakers is consistent with Rasinski's description of using one's voice to “convey meaning to a listener” and is reflected in Cahill and Gregory's () student‐generation definition: “Fluency is reading like you talk , not too fast and not too slow, with expression” (p. 128, emphasis added).…”
Section: Background and Rationalesupporting
confidence: 64%
“…Reading fluency is often defined as the ability to read with accuracy at an appropriate rate, and when reading orally, to read with expression. When assessing reading fluency, there is sometimes undue emphasis on “reading fast” and the use of “timed drills to practice fluency” (Cahill & Gregory, , p. 127). On the other hand, Timothy Rasinski (), a leading contributor to research on reading fluency, promotes an interpretation of fluency that is not based on “reading fast”:If we think of someone who is a fluent reader or speaker, we generally do not think of a person who speaks or reads fast.…”
In the classroom experiences described in this article, grade three students were introduced to storytelling through the interactive read aloud of a mentor text and a storytelling demonstration, followed by daily collaborative activities involving listening, speaking, reading, and writing, culminating in dramatic storytelling performances. The article details a sample instructional sequence used for one week during the daily literacy block, explores how reading and speaking fluency improved, and how deeper story comprehension developed through the processes of talking about the stories, and rehearsing and telling stories for performance. In addition, the collaborative approach to preparing and presenting stories provided a context for strong peer support – socially, emotionally, and academically.
“…Our perspective on what it means to be fluent readers and speakers is consistent with Rasinski's description of using one's voice to “convey meaning to a listener” and is reflected in Cahill and Gregory's () student‐generation definition: “Fluency is reading like you talk , not too fast and not too slow, with expression” (p. 128, emphasis added).…”
Section: Background and Rationalesupporting
confidence: 64%
“…Reading fluency is often defined as the ability to read with accuracy at an appropriate rate, and when reading orally, to read with expression. When assessing reading fluency, there is sometimes undue emphasis on “reading fast” and the use of “timed drills to practice fluency” (Cahill & Gregory, , p. 127). On the other hand, Timothy Rasinski (), a leading contributor to research on reading fluency, promotes an interpretation of fluency that is not based on “reading fast”:If we think of someone who is a fluent reader or speaker, we generally do not think of a person who speaks or reads fast.…”
In the classroom experiences described in this article, grade three students were introduced to storytelling through the interactive read aloud of a mentor text and a storytelling demonstration, followed by daily collaborative activities involving listening, speaking, reading, and writing, culminating in dramatic storytelling performances. The article details a sample instructional sequence used for one week during the daily literacy block, explores how reading and speaking fluency improved, and how deeper story comprehension developed through the processes of talking about the stories, and rehearsing and telling stories for performance. In addition, the collaborative approach to preparing and presenting stories provided a context for strong peer support – socially, emotionally, and academically.
“…At this level the students can practice speed and expression rather than decoding. If a child is presented with a passage at their frustration level, then they will become overwhelmed and unmotivated to engage in the repeated reading intervention process (Cahill and Gregory, 2011).…”
Section: Review Of the Literaturementioning
confidence: 99%
“…In addition, the instructor simply allows a plastic animal to sit in front of the students to increase their motivation to read. The fun and motivating activities created by the instructor encouraged the students to enjoy repeated reading intervention while enhancing their reading fluency (Cahill & Gregory, 2011).…”
Section: Keeping Students Motivated With Repeated Readingmentioning
The purpose of this study was to determine the effectiveness of repeated reading intervention for increasing the reading fluency of an elementary student reading below grade level. Measures compared the fluency of a first grade student reading below grade level after participating in a repeated training for six weeks. Assessments to determine fluency prior to and after training were conducted to evaluate the effectiveness of the repeated reading intervention on the fluency scores of the student.Results of this study, based on pre and post-assessment data, indicated that repeated readings are an effective practice for increasing the reading fluency of struggling readers. The student showed significant improvement with her reading fluency. In addition, she showed gains on her running record and oral reading fluency scores.
“…Okunanın anlaşılması için akıcı okuma oldukça önemlidir. Bu durum öğrencilerin akıcı okumanın hızlı okumadan daha farklı bir okuma olduğunu anlamalarını da sağlamaktadır (Cahill ve Gregory, 2011).…”
This research aimed to explore how gender impacts the relationship between reading fluency and reading comprehension. The research sample consists of a total of 100 seventh graders. In order to assess the students' reading comprehension and reading fluency levels, an expository and a narrative text were used. For the implementations, each student was asked to read orally the expository text and answered the comprehension questions related to texts. The same procedure was used for the narrative text reading. The comprehension tests were the researcher-developed. The recorded oral readings were scored according to reading fluency components including word recognition automaticity and prosody by the researchers. The comprehension tests were focused on deep and literal comprehension levels of the students. The research findings indicated that there were statistically significant relations between reading comprehension and reading fluency. However, the gender of the students did not affect the significant differences between reading fluency and reading comprehension.
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