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Understanding, Assessing, and Teaching Reading: A Diagnostic Approach

Eighth Edition

Chapter 12

Fluency

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Where Are We Now…. We begin with Chapter 1 Introduction to Human Resource Management

The purpose of this chapter explains what Human Resource Management is and why it’s important to all managers. We’ll see that human resource management activities such as hiring, training, appraising, compensating, and developing employees are part of every manager’s job. We’ll see that human resource management is also a separate function. The main topics we’ll cover will include what human resource management is, the trends shaping human resource management, human resource management today, the new human resource manager, and the plan of the book.

More importantly, the human resource management concepts and techniques you’ll learn in this book can help ensure that you get results—through people. Remember that you can do everything else right as a manager—lay brilliant plans, draw clear organization charts, set up world-class assembly lines, and use sophisticated accounting controls—but still fail, by hiring the wrong people or by not motivating subordinates. On the other hand, many managers—presidents, generals, governors, supervisors—have been successful even with inadequate plans, organization, or controls. They were successful because they had the knack of hiring the right people for the right jobs and motivating, appraising, and developing them. Remember, as you read this book getting results is the bottom line of managing, and that, as a manager, you will have to get those results through people.

Learning Objectives

12.1 Discuss what is involved in acquiring reading fluency.

12.2 Discuss different ways to assess fluency.

12.3 Explain guidelines for effective fluency instruction and one specific fluency teaching strategy.

Three Guiding Questions for a Diagnostic Approach

What do I want to know?

Why do I want to know that?

How can I best discover this information?

Understanding Reading Fluency (1 of 2)

Necessary part of reading instruction

Fluency is a part of silent and oral reading

Proficient reading and fluent reading are not the same thing

Understanding Reading Fluency (2 of 2)

Proficient readers may not read fluently

Fluent readers consistently sound fluent

Fluency alone does not guarantee proficient reading

Defining Fluency (1 of 2)

Ability to silently or orally read a text with:

Appropriate pace

Adjusting speed according to the text

Relative accuracy

Depends on the purpose for reading

Some miscues may be left alone when they do not affect meaning

Defining Fluency (2 of 2)

Prosody

Phrasing, intonation, tempo, and expression

All 3 are done for the purpose of enhancing comprehension!

Fluency Development

Three views:

Fluency is a bridge to comprehension

Comprehension is a bridge to fluency

Fluency and comprehension can be viewed interactively

Assessing Fluency

What do I want to know?

Why do I want to know that?

How can I best discover this information?

Suggestions for Valid Fluency Assessment (1 of 2)

Provide students with a warm-up before assessing

Assess with authentic children’s literature and authentic real-world texts

Remember that there are many factors that affect reading rate

Suggestions for Valid Fluency Assessment (2 of 2)

Use assessment measures mentioned throughout this book to inform your thinking

Remember our cautions about standardized test scores

Use the Holistic Oral-Reading Fluency rubric to assess all aspects of fluency

Teaching Fluency

Help students develop a fluency consciousness:

Develop an ear for what fluent reading sounds like

Develop a desire to be fluent to promote understanding

7 Concrete Suggestions for Developing Fluency Consciousness (1 of 2)

Set goals based on proficiency first and fluency second

Encourage student to talk with one another for a variety of purposes

Provide time for independent silent reading

Use children’s literature

7 Concrete Suggestions for Developing Fluency Consciousness (2 of 2)

Use a variety of assisted fluency activities

Use a variety of grouping options

Use explicit integrated fluency lessons

Fluency Activities (1 of 2)

Shared Book Experience (S B E)

Echo Reading

Choral Reading

Fluency-Oriented Reading Instruction (F O R I)

Read-Aloud

Partner Reading

Reader’s Theater

Fluency Activities (2 of 2)

Cross-Age Reading

Poetry Club

Read Around

Cut-Apart

Say It Like the Character

Close-Captioned Television

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