Creating Fluent Learners Response
1. What are the three dimensions of fluency? How can you assess each dimension?
Response: The first dimension is accuracy in word decoding. Readers must be able to sound out the words in a text with minimal errors. To assess the first dimension, you can calculate the percentage of words a reader can accurately decode on grade-level material. An accuracy level of 90-95 percent is usually considered accurate. The second dimension is automatic processing. Readers need to expend as little mental effort as possible in the decoding aspect of reading so that they can use their finite cognitive resources for meaning making. You can assess this by looking at the student’s reading rate. You can do this by having the student read a grade-level passage for 60 seconds and then calculate the number of words read correctly. The third dimension is prosodic reading. The reader must parse the text into syntactically and semantically appropriate units. The best way to assess this dimension is by listening to the student read a grade-level passage and then judge the quality of the reading using a rubric.
2. Rasinski refers to fluency as a “bridge” between decoding and comprehension. What does he mean by the “bridge” metaphor?
Response: Bridge in this text means that when a child is able to decode words and read them fluently, they can begin to understand and comprehend what they are reading. Those two concepts are connected, like a bridge. Once a student is able to read fluently and accurately, they can begin to comprehend what they are reading.
3. What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?
Response: Assisted reading and repeated readings. Research has shown that these two methods improve reading fluency. During assisted reading, the teacher reads the passage aloud to the students. Then the students follow along with the teacher; first silently then aloud, as a group. Sometimes the students are asked to read with a partner. Repeat passages as many times as needed. Research has shown that repeated readings lead not only to improvement in reading the passage but also improvement in reading the passage but also improvement in decoding, reading rate, and comprehension of passages that the reader has not previously seen.
4. Multidimensional Fluency Scale (MFS) is used to measure prosodic quality of oral reading. List components of the MFS and describe what each refers to (p. 49).
Response: The first component is Expression and Volume. This refers to when the student is beginning to read and uses little sense of trying to make text sound like natural language. They also tend to talk very soft and quiet. As they read more, they begin to make text sound like natural language and use expression. They also begin to read louder. Soon they begin to use the right expressions and volume depending on the text. The second component is Phrasing. Student begins reading in monotone with little sense of phase boundaries. The reading is chopping and there is improper stress an intonation fail to mark end of sentences and clauses. The student reads with run-ons. As the student reads more, they read with good phrasing and adequate attention to expression. The third component is Smoothness. The student makes frequent extended pauses, hesitations, false starts, sound-outs, repetitions, and/or multiple attempts. The student experiences “rough spots”. After a while, the student will read with minimal pauses and hesitation. There are minimal breaks in their reading. The last component is pace. The student reads slowly and laboriously. The student will soon begin to read at a conversational pace and use appropriate race throughout reading.
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heatheryar Said:
on November 8, 2009 at 2:57 am
I liked how Dr. Trathen followed up on this in class he showed us that fluency is the link between a student who struggles with comprehension, and the student who understands what they are reading quite well.