Focus on Fluency Focus on Fluency Marilyn Jager Jager Adams Adams - PowerPoint PPT Presentation

Focus on Fluency Focus on Fluency Marilyn Jager Jager Adams Adams Marilyn Chief Scientist, Soliloquy Learning Visiting Professor Cognitive & Linguistic Sciences Brown University May 3, 2005 May 3, 2005 San Antonio, Texas San Antonio, Texas marilyn@soliloquylearning.com

National Reading Panel Report Report (2000) National Reading Panel (2000)  Phonemic Awareness Phonemic Awareness   Decoding Decoding   Reading Fluency Reading Fluency  REPORT OF THE National Reading  Vocabulary Development Vocabulary Development  Panel  Comprehension Strategies Comprehension Strategies TEACHING CHILDREN TO READ  An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction marilyn@soliloquylearning.com

State of California Stanford 9 State of California Stanford 9 LEP Students, LEP Students, Grade Grade Year Year 2 3 4 5 6 7 8 9 10 11 2 3 4 5 6 7 8 9 10 11 1997-98 1997-98 19 14 15 14 16 12 15 10 8 10 19 14 15 14 16 12 15 10 8 10 1998-99 1998-99 23 18 17 16 18 14 17 11 9 11 23 18 17 16 18 14 17 11 9 11 1999-00 1999-00 28 21 20 17 19 15 18 12 9 11 28 21 20 17 19 15 18 12 9 11 2000-01 31 23 21 18 20 16 19 12 9 11 2000-01 31 23 21 18 20 16 19 12 9 11 2001-02 34 26 24 20 21 17 19 12 9 11 2001-02 34 26 24 20 21 17 19 12 9 11 marilyn@soliloquylearning.com

State of California Stanford 9 State of California Stanford 9 LEP Students, LEP Students, Grade Grade Year Year 2 3 4 5 6 7 8 9 10 11 2 3 4 5 6 7 8 9 10 11 1997-98 1997-98 19 14 15 14 16 12 15 10 8 10 19 14 15 14 16 12 15 10 8 10 1998-99 1998-99 23 18 17 16 18 14 17 11 9 11 23 18 17 16 18 14 17 11 9 11 1999-00 1999-00 28 21 20 17 19 15 18 12 9 11 28 21 20 17 19 15 18 12 9 11 2000-01 31 23 21 18 20 16 19 12 9 11 2000-01 31 23 21 18 20 16 19 12 9 11 2001-02 34 26 24 20 21 17 19 12 9 11 2001-02 34 26 24 20 21 17 19 12 9 11 marilyn@soliloquylearning.com

National Reading Panel Report Report (2000) National Reading Panel (2000)  Phonemic Awareness Phonemic Awareness   Decoding Decoding   Reading Fluency Reading Fluency  REPORT OF THE National Reading  Vocabulary Development Vocabulary Development  Panel  Comprehension Strategies Comprehension Strategies TEACHING CHILDREN TO READ  An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction marilyn@soliloquylearning.com

What is Reading Fluency Fluency? ? What is Reading  Capacity Capacity: Fluency : Fluency is the ability to read is the ability to read  with sufficient ease and accuracy that one with sufficient ease and accuracy that one can focus attention on the meaning and can focus attention on the meaning and message of text. message of text.  Assessment Assessment: Reading rate in correct words : Reading rate in correct words  per minute. per minute. marilyn@soliloquylearning.com

The Power of Fluency Assessments The Power of Fluency Assessments Correct Words per Minute Oral Cloze (Synonym) Written Cloze (Synonym) Question Answering Oral Retell SAT: Word Study (Content Words) SAT: Reading Comprehension Written Retell (Content Words) 0 0.2 0.4 0.6 0.8 1.0 Correlation with SAT Fuchs, L. S., Fuchs., D., & Maxwell, L. (1988), The validity of informal reading comprehension measures. RASE, 1988, 9(2), 20-28. marilyn@soliloquylearning.com

Fluency vs. Proficiency Fluency vs. Proficiency 1992 NAEP 1992 NAEP 270 250 249 NAEP Score 230 229 210 207 190 179 170 150 1 2 3 4 Fluency Level Pinnell, G. S., et al. (1995). Listening to children read marilyn@soliloquylearning.com aloud (Rpt. No. 23-FR-04). Washington, DC: NCES.

Fluency, Accuracy and Rate Fluency, Accuracy and Rate (NAEP, 1992) (NAEP, 1992) 1 8 0 1 8 0 100 1 6 0 1 6 0 80 Reading Accuracy 1 4 0 1 4 0 Reading Rate 1 2 0 1 2 0 60 1 0 0 1 0 0 8 0 8 0 40 6 0 6 0 20 4 0 4 0 2 0 2 0 0 0 1 2 3 4 1 2 3 4 Fluency Level Fluency Level Pinnell, G. S., et al. (1995). Listening to children read marilyn@soliloquylearning.com aloud (Rpt. No. 23-FR-04). Washington, DC: NCES.

Fluency Assessment Fluency Assessment Disfluency Assessment Assessment Disfluency marilyn@soliloquylearning.com

Attention and Fluency Attention and Fluency More Fluent Readers… More can focus attention on meaning and message . Less Fluent Readers… Less must devote attention to the act of reading Put Reading First, 2001 marilyn@soliloquylearning.com

What’ ’s the best way to foster s the best way to foster Fluency Fluency? ? What  Lots of Reading Lots of Reading  • Aloud Aloud • REPORT OF THE • With a helper With a helper National • Reading Panel • Repeatedly Repeatedly • TEACHING CHILDREN TO READ An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction marilyn@soliloquylearning.com

Why is Guided Oral Reading so Why is Guided Oral Reading so Helpful? Helpful?  Reading Reading Aloud Aloud is especially good for kids is especially good for kids   It's easier to make sure kids are staying It's easier to make sure kids are staying  on task when they're reading aloud on task when they're reading aloud  Read Read alouds alouds are good forums for are good forums for  offering help and encouraging reflection offering help and encouraging reflection marilyn@soliloquylearning.com

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CA video CA video marilyn@soliloquylearning.com

What’ ’s the best way s the best way What to develop fluency? to develop fluency? fluency, vocabulary, and comprehension? fluency, vocabulary, and comprehension? Guided Oral Reading Guided Oral Reading National Reading Panel, 2000 marilyn@soliloquylearning.com

Efficacy Study: Design Efficacy Study: Design Grade Condition 2 3 4 5 Total Reading Assistant Teachers 3 3 2 3 11 Students 59 63 43 63 228 Control Teachers 3 3 2 2 10 Students 48 57 42 35 182 Total Teachers 6 6 4 5 21 Students 107 120 85 98 410 marilyn@soliloquylearning.com

Fluency Growth Fluency Growth Expected* 30 Control Fluency Gain (correct words per minute) Reading Assistant 25 20 15 10 5 0 Grade 2 Grade 3 Grade 4 Grade 5 * Expected growth based on per-grade average of national norms collected by Hasbrouck & Tindal (1992) and Edformation (www.edformation.com). marilyn@soliloquylearning.com

Adams's Rule Adams's Rule Normally, kids learn incredibly quickly… …. . Normally, kids learn incredibly quickly …provided you can get them to provided you can get them to … invest some time and attention. invest some time and attention. marilyn@soliloquylearning.com

Thank you ! Thank you ! marilyn@soliloquylearning.com