Reading Interventions
by Ryan Crawley
The National Reading Panel (NRP) defines fluency as the ability to read with accuracy, speed, and proper expression (2000). This is such a simple definition for fluency, which indeed is totally accurate, but does not do it enough justice. Research has shown that reading fluency has a direct correlation with reading comprehension and reading achievement (Rasinski, 2004). This can be seen in many of the various research-based programs that entail progress monitoring with curriculum-based measurement reading passages. Researchers know that in most cases, comprehension problems stem from weak reading fluency. The rate a student reads has been much more focused on presently than in the past. Previously, educators were interested with students’ ability to decode words accurately. Now, the focus is on decoding accurately and quickly.
One needs to only look at the Florida Center for Reading Research (FCRR) website, and realize there are many ways to increase fluency (http://fcrr.org/). There is repeated reading, buddy read, choral read, drop read, and echo read. These are but a few ways to increase fluency when compared with all of the other ways out there. All are research-based and proven to increase fluency over time, but what strategies will I want to use?
The NRP speaks of studies that show phonemic awareness and letter knowledge are the top two predictors for how well a child will learn to read (2000). They also state that it is most effective to teach phonemic awareness in small groups because of the social motivation and observational learning opportunities. I choose to use a systematic phonics program that will enable the students to do word-making in the process. According to Bosman, de Graaff, Hasselman, and Verhoeven (2009), systematic phonics instruction is more effective than a nonsystematic approach. There are numerous studies and quality research to back this up. I believe it will help ESL students a bit more, too, since the English language can be one of the most difficult to learn.
Not all words can be deciphered using phonics skills though. Because of this, I create flash cards using Fry’s instant sight word list. I also created some fun games using these flash cards. I do not want to have them practice over and over with the final result being boredom. This should provide enough motivation for the students to continue practicing their sight words even when they are not in my presence.
Repeated readings are generally used as a surefire way to increase fluency skills. It is well-documented that over time, fluency and comprehension will improve with enough repeated readings. Samuels work on repeated readings proved this (1979). However, he also found that afterwards, the student could move on to a piece that was equally as difficult and they would perform better on this as well. The repeated readings can be done a couple different ways for the students. One way is to read short one-minute passages, set a goal for words read correctly, and have students read it until they reach this goal. Another is to choose proper reading level books for the students and have them read it several times before moving on to a different one. Both of these ways require guidance from an educator or a coach to model and correct any errors.
Lastly, what good is automaticity when reading if the child does not also read with prosody? We want to create fluent readers, not robotized students reading without expression. The teacher in the classroom has the most opportunity to model reading with expression. Another way would be creating a listening center with recorded version of books in a type of assisted reading. The students can practice along with the tape until the passages are read fluently. Students are able to show creativity while reading and add performance by doing theater as well. Rasinski writes of a “Poetry Café” being held on Fridays where the students get to perform like in a coffeehouse with dimmed lights and an audience present (2009). These are all ways to show proper expression while reading.
References
Armstrong, N., Campos, J., & Johnson, B. (2001). Increasing Student Reading Fluency
Through the Use of Leveled Books. Retrieved from the Eric database.
Duke, N.K., Pressley, M., & Hilden, K. (2004). Difficulties in Reading Comprehension.
Handbook of Language and Literacy: Development and Disorders (pp. 501-
520). New York: Guilford Press.
Fountas, I.C., & Pinnell, G.S. (1999). Matching Books to Readers: Using Leveled Books
in Guided Reading, K-3. Portsmouth, NH.: Heinemann.
de Graaff, S., Bosman, A., Hasselman, F., & Verhoeven, L. (2009). Benefits of
Systematic Phonics Instruction. Scientific Studies of Reading, 13(4), 318-333.
Retrieved from ERIC database.
Kuhn, M.R., & Stahl, S. (2003). Fluency: A Review of Developmental and Remedial
Strategies. Journal of Educational Psychology, 95, 1-19.
Musti-Rao, S., Hawkins, R., & Barkley, E. (2009). Effects of Repeated Reading on the
Oral Reading Fluency of Urban Fourth-Grade Students: Implications for Practice.
Preventing School Failure,54(1), 12-23. http://search.ebscohost.com.lilweb.ben.edu
National Reading Panel. (2000). Report of the National Reading Panel: Teaching
Children to Read. Report of the Subgroups. Washington, DC: U.S. Department of
Health and Human Services, National Institutes of Health.
Rasinski, T., Homan, S., & Biggs, M. (2009). Teaching Reading Fluency to Struggling
Readers: Method, Materials, and Evidence. Reading and Writing Quarterly,
25192-204. Http://search.ebscohost.com.libweb.ben.edu
Rasinski, T., Rupley, W., & Nichols, W. (2008). Two Essential Ingredients: Phonics and
Fluency Getting to Know Each Other. Reading Teacher, 62(3), 257-260.
Retrieved from Eric database.
Samuels, S. (1979). The Method of Repeated Readings. Reading Teacher, Retrieved from
ERIC database.
by Ryan Crawley
The National Reading Panel (NRP) defines fluency as the ability to read with accuracy, speed, and proper expression (2000). This is such a simple definition for fluency, which indeed is totally accurate, but does not do it enough justice. Research has shown that reading fluency has a direct correlation with reading comprehension and reading achievement (Rasinski, 2004). This can be seen in many of the various research-based programs that entail progress monitoring with curriculum-based measurement reading passages. Researchers know that in most cases, comprehension problems stem from weak reading fluency. The rate a student reads has been much more focused on presently than in the past. Previously, educators were interested with students’ ability to decode words accurately. Now, the focus is on decoding accurately and quickly.
One needs to only look at the Florida Center for Reading Research (FCRR) website, and realize there are many ways to increase fluency (http://fcrr.org/). There is repeated reading, buddy read, choral read, drop read, and echo read. These are but a few ways to increase fluency when compared with all of the other ways out there. All are research-based and proven to increase fluency over time, but what strategies will I want to use?
The NRP speaks of studies that show phonemic awareness and letter knowledge are the top two predictors for how well a child will learn to read (2000). They also state that it is most effective to teach phonemic awareness in small groups because of the social motivation and observational learning opportunities. I choose to use a systematic phonics program that will enable the students to do word-making in the process. According to Bosman, de Graaff, Hasselman, and Verhoeven (2009), systematic phonics instruction is more effective than a nonsystematic approach. There are numerous studies and quality research to back this up. I believe it will help ESL students a bit more, too, since the English language can be one of the most difficult to learn.
Not all words can be deciphered using phonics skills though. Because of this, I create flash cards using Fry’s instant sight word list. I also created some fun games using these flash cards. I do not want to have them practice over and over with the final result being boredom. This should provide enough motivation for the students to continue practicing their sight words even when they are not in my presence.
Repeated readings are generally used as a surefire way to increase fluency skills. It is well-documented that over time, fluency and comprehension will improve with enough repeated readings. Samuels work on repeated readings proved this (1979). However, he also found that afterwards, the student could move on to a piece that was equally as difficult and they would perform better on this as well. The repeated readings can be done a couple different ways for the students. One way is to read short one-minute passages, set a goal for words read correctly, and have students read it until they reach this goal. Another is to choose proper reading level books for the students and have them read it several times before moving on to a different one. Both of these ways require guidance from an educator or a coach to model and correct any errors.
Lastly, what good is automaticity when reading if the child does not also read with prosody? We want to create fluent readers, not robotized students reading without expression. The teacher in the classroom has the most opportunity to model reading with expression. Another way would be creating a listening center with recorded version of books in a type of assisted reading. The students can practice along with the tape until the passages are read fluently. Students are able to show creativity while reading and add performance by doing theater as well. Rasinski writes of a “Poetry Café” being held on Fridays where the students get to perform like in a coffeehouse with dimmed lights and an audience present (2009). These are all ways to show proper expression while reading.
References
Armstrong, N., Campos, J., & Johnson, B. (2001). Increasing Student Reading Fluency
Through the Use of Leveled Books. Retrieved from the Eric database.
Duke, N.K., Pressley, M., & Hilden, K. (2004). Difficulties in Reading Comprehension.
Handbook of Language and Literacy: Development and Disorders (pp. 501-
520). New York: Guilford Press.
Fountas, I.C., & Pinnell, G.S. (1999). Matching Books to Readers: Using Leveled Books
in Guided Reading, K-3. Portsmouth, NH.: Heinemann.
de Graaff, S., Bosman, A., Hasselman, F., & Verhoeven, L. (2009). Benefits of
Systematic Phonics Instruction. Scientific Studies of Reading, 13(4), 318-333.
Retrieved from ERIC database.
Kuhn, M.R., & Stahl, S. (2003). Fluency: A Review of Developmental and Remedial
Strategies. Journal of Educational Psychology, 95, 1-19.
Musti-Rao, S., Hawkins, R., & Barkley, E. (2009). Effects of Repeated Reading on the
Oral Reading Fluency of Urban Fourth-Grade Students: Implications for Practice.
Preventing School Failure,54(1), 12-23. http://search.ebscohost.com.lilweb.ben.edu
National Reading Panel. (2000). Report of the National Reading Panel: Teaching
Children to Read. Report of the Subgroups. Washington, DC: U.S. Department of
Health and Human Services, National Institutes of Health.
Rasinski, T., Homan, S., & Biggs, M. (2009). Teaching Reading Fluency to Struggling
Readers: Method, Materials, and Evidence. Reading and Writing Quarterly,
25192-204. Http://search.ebscohost.com.libweb.ben.edu
Rasinski, T., Rupley, W., & Nichols, W. (2008). Two Essential Ingredients: Phonics and
Fluency Getting to Know Each Other. Reading Teacher, 62(3), 257-260.
Retrieved from Eric database.
Samuels, S. (1979). The Method of Repeated Readings. Reading Teacher, Retrieved from
ERIC database.