Fluency
Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by word. Their oral reading is choppy and plodding. Fluency provides the bridge between word recognitionandcomprehension.
Fluency Strategies/Interventions
Fluency is all about speed. The faster and more automatically one can decode words, the more mental resources become available for comprehension.
Interventions - Word Supply
Before the student begins to read, tell the student, "If you come to a word that you do not know, I will help you with it. I will tell you the correct word while you listen and point to the word in the book. After that, I want you to repeat the word and continue reading. Try your best not to make mistakes." When the student commits a reading error (e.g., substitution, omission, 5-second hesitation), immediately pronounce the correct word for the student, have the student repeat the word correctly, and then direct the student to continue reading. NOTE: To avoid too many reading interruptions, do not correct minor student errors (e.g., misreading or omitting the or a, dropping suffixes such as -s, -ed, or -ing)
Word supply is the simplest error-correction to use, so it can be ideal for student tutors or parents to use. On the other hand, the approach is less powerful than others for building student reading vocabulary (Singh, 1990).
Alternative Method
Keeping the above in mind, students can discover for themselves how to pronounce a word by typing it into the Page App, and then use speech to text to have the word read aloud. This method would be best to use when a peer-reader or an adult is not available to support the reading. What is good about this technique is the student now has a tool to use, wherever they maybe, to help pronounce new words.
Interventions - Error Correction & Word Drill Techniques
The Error Word Drill ((Jenkins & Larson, 1979) intervention central
Activity
The error word drill procedure consists of 4 steps:
When the student misreads a word during a reading session, write down the error word and date in a separate "Error Word Log".
1. At the end of the reading session, write out all error words from the reading session onto index cards. (If the student has misread more than 20 different words during the session, use just the first 20 words from your error-word list. If the student has misread fewer than 20 words, consult your "Error Word Log" and select enough additional error words from past sessions to build the review list to 20 words.)
2. Review the index cards with the student. Whenever the student pronounces a word correctly, remove that card from the deck and set it aside. (A word is considered correct if it is read correctly within 5 seconds. Self-corrected words are counted as correct if they are made within the 5-second period. Words read correctly after the 5-second period expires are counted as incorrect.)
3. When the student misses a word, pronounce the word for the student and have the student repeat the word. Then say, "What word?" and direct the student to repeat the word once more. Place the card with the missed word at the bottom of the deck.
4. Error words in deck are presented until all have been read correctly. All word cards are then gathered together, reshuffled, and presented again to the student. The drill continues until either time runs out or the student has progressed through the deck without an error on two consecutive cards.
IPad Support: Students use iPads accessibility features to turn on text to speech features. Student can tap on word or section to be read-aloud.
The Fast Flash Method-developed by Glen Doman
Group flash cards in packs of 5; this is the most comfortable number for the working memory of children with Down syndrome.
Make sure the words are large, about an inch high (use a broad marker and large (5”x8”) unlined index cards. If you’re creating these cards on computer, use 100 pt. type or larger.
Sit across from the child, not side-by-side; you want to put the cards directly in the child’s alert line of vision, and above all, you want to watch his eyes so you’ll know if he’s focusing on the cards.
Flash the cards quickly, about one per second, calling out the words. You’ll be able to accomplish this speed if you write the word on the reverse side of each card and move the cards from back to front as you call each one out
Note: A common mistake is to call out the next word before it lands solidly in front of the child; if you do that, he’ll be viewing two words while you call out one. Let the card land in your receiving hand as you call it out.
Repeat, showing the cards 3 times total.
If you’re teaching additional words, introduce the next set of 5, and so on, as long as you’ve still got the child’s interest. Stop before he gets bored.
Keep the cards fresh; replace learned words with new ones.
Include lots of high interest words (Wiggles, Sponge Bob, or whatever livens your child’s interest) along with high-frequency words from word lists that have to be learned.
No-slow-go method-Tracey Antista
During 1st read of a Decodable text, teacher tracks miscues and corrections on a graphic organizer. Once a list has been made (10-15 words need to be collected), then the flash card method is practiced.
The pile needs to have 10 words. 3 known words (go), 4 words that student decoded without assistance, but was not automatic, 3 words that needed to be coached or given. After first read, cards are made for review either through Bitsboard app, or on 3x5 cards to practice. Use quick flash method for automaticity...
During second read, student rereads same passage. Teacher draws an arrow indicating which column the misread word should be placed.
This is repeated again for 3rd read.
INTERVENTIONS - Repeated Readings
Research recommends that teachers should read daily to our students. By doing this, teachers provide their students good models of fluent reading as well as allows the listener to hear effortless and expressive reading.
Reading Rockets Activity: Tape-assisted Reading
In tape-assisted reading, students read along in their books as they hear a fluent reader read the book on an audiotape. For tape-assisted reading, you need a book at a student's independent reading level and a tape recording of the book read by a fluent reader at about 80-100 words per minute. The tape should not have sound effects or music. For the first reading, the student should follow along with the tape, pointing to each word in her or his book as the reader reads it. Next, the student should try to read aloud along with the tape. Reading along with the tape should continue until the student is able to read the book independently, without the support of the tape.
Video: http://youtu.be/wYtLaopbz_w
app: quick voice recorder
have students record themselves reading. They can use this app or a digital book with recording ability could be used.
Apps to support
Tape Recorded Text
Helps students who cannot read assigned materials independently. Their comprehension will not be hindered by their limited decoding.
iPad: Accessibility features
app: iBooks
app: Prizmo-book scanner
Digital Books
Research suggest that reading electronic books with supported text results not only in better comprehension but also in improved fluency and sight word knowledge as well.
app: books by Big Cat Collins
web site: Book Share
online library: open library
Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by word. Their oral reading is choppy and plodding. Fluency provides the bridge between word recognitionandcomprehension.
Fluency Strategies/Interventions
Fluency is all about speed. The faster and more automatically one can decode words, the more mental resources become available for comprehension.
Interventions - Word Supply
Before the student begins to read, tell the student, "If you come to a word that you do not know, I will help you with it. I will tell you the correct word while you listen and point to the word in the book. After that, I want you to repeat the word and continue reading. Try your best not to make mistakes." When the student commits a reading error (e.g., substitution, omission, 5-second hesitation), immediately pronounce the correct word for the student, have the student repeat the word correctly, and then direct the student to continue reading. NOTE: To avoid too many reading interruptions, do not correct minor student errors (e.g., misreading or omitting the or a, dropping suffixes such as -s, -ed, or -ing)
Word supply is the simplest error-correction to use, so it can be ideal for student tutors or parents to use. On the other hand, the approach is less powerful than others for building student reading vocabulary (Singh, 1990).
Alternative Method
Keeping the above in mind, students can discover for themselves how to pronounce a word by typing it into the Page App, and then use speech to text to have the word read aloud. This method would be best to use when a peer-reader or an adult is not available to support the reading. What is good about this technique is the student now has a tool to use, wherever they maybe, to help pronounce new words.
Interventions - Error Correction & Word Drill Techniques
The Error Word Drill ((Jenkins & Larson, 1979) intervention central
Activity
The error word drill procedure consists of 4 steps:
When the student misreads a word during a reading session, write down the error word and date in a separate "Error Word Log".
1. At the end of the reading session, write out all error words from the reading session onto index cards. (If the student has misread more than 20 different words during the session, use just the first 20 words from your error-word list. If the student has misread fewer than 20 words, consult your "Error Word Log" and select enough additional error words from past sessions to build the review list to 20 words.)
2. Review the index cards with the student. Whenever the student pronounces a word correctly, remove that card from the deck and set it aside. (A word is considered correct if it is read correctly within 5 seconds. Self-corrected words are counted as correct if they are made within the 5-second period. Words read correctly after the 5-second period expires are counted as incorrect.)
3. When the student misses a word, pronounce the word for the student and have the student repeat the word. Then say, "What word?" and direct the student to repeat the word once more. Place the card with the missed word at the bottom of the deck.
4. Error words in deck are presented until all have been read correctly. All word cards are then gathered together, reshuffled, and presented again to the student. The drill continues until either time runs out or the student has progressed through the deck without an error on two consecutive cards.
IPad Support: Students use iPads accessibility features to turn on text to speech features. Student can tap on word or section to be read-aloud.
The Fast Flash Method-developed by Glen Doman
Group flash cards in packs of 5; this is the most comfortable number for the working memory of children with Down syndrome.
Make sure the words are large, about an inch high (use a broad marker and large (5”x8”) unlined index cards. If you’re creating these cards on computer, use 100 pt. type or larger.
Sit across from the child, not side-by-side; you want to put the cards directly in the child’s alert line of vision, and above all, you want to watch his eyes so you’ll know if he’s focusing on the cards.
Flash the cards quickly, about one per second, calling out the words. You’ll be able to accomplish this speed if you write the word on the reverse side of each card and move the cards from back to front as you call each one out
Note: A common mistake is to call out the next word before it lands solidly in front of the child; if you do that, he’ll be viewing two words while you call out one. Let the card land in your receiving hand as you call it out.
Repeat, showing the cards 3 times total.
If you’re teaching additional words, introduce the next set of 5, and so on, as long as you’ve still got the child’s interest. Stop before he gets bored.
Keep the cards fresh; replace learned words with new ones.
Include lots of high interest words (Wiggles, Sponge Bob, or whatever livens your child’s interest) along with high-frequency words from word lists that have to be learned.
No-slow-go method-Tracey Antista
During 1st read of a Decodable text, teacher tracks miscues and corrections on a graphic organizer. Once a list has been made (10-15 words need to be collected), then the flash card method is practiced.
The pile needs to have 10 words. 3 known words (go), 4 words that student decoded without assistance, but was not automatic, 3 words that needed to be coached or given. After first read, cards are made for review either through Bitsboard app, or on 3x5 cards to practice. Use quick flash method for automaticity...
During second read, student rereads same passage. Teacher draws an arrow indicating which column the misread word should be placed.
This is repeated again for 3rd read.
INTERVENTIONS - Repeated Readings
Research recommends that teachers should read daily to our students. By doing this, teachers provide their students good models of fluent reading as well as allows the listener to hear effortless and expressive reading.
Reading Rockets Activity: Tape-assisted Reading
In tape-assisted reading, students read along in their books as they hear a fluent reader read the book on an audiotape. For tape-assisted reading, you need a book at a student's independent reading level and a tape recording of the book read by a fluent reader at about 80-100 words per minute. The tape should not have sound effects or music. For the first reading, the student should follow along with the tape, pointing to each word in her or his book as the reader reads it. Next, the student should try to read aloud along with the tape. Reading along with the tape should continue until the student is able to read the book independently, without the support of the tape.
Video: http://youtu.be/wYtLaopbz_w
app: quick voice recorder
have students record themselves reading. They can use this app or a digital book with recording ability could be used.
Apps to support
- Cat Collins Books with record-ability http://www.collins.co.uk/page/Collins+Big+Cat/Apps
- One Minute Reader by Read Naturally, Inc. https://appsto.re/us/J6cVB.i
- Read With Me Fluency https://appsto.re/us/Drb5L.i Use this app with text to speech or use the website: https://readwithmeapp.com/library/view/95
- Running Record Calculator https://appsto.re/us/ImrHF.i
Tape Recorded Text
Helps students who cannot read assigned materials independently. Their comprehension will not be hindered by their limited decoding.
iPad: Accessibility features
app: iBooks
app: Prizmo-book scanner
Digital Books
Research suggest that reading electronic books with supported text results not only in better comprehension but also in improved fluency and sight word knowledge as well.
app: books by Big Cat Collins
web site: Book Share
online library: open library