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PowerPointUnit6REA604.pdf
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○ Directions: Toward the end of the video lecture for this unit, the lecturing professor will read a passage in which you will complete a miscue analysis. You will use the miscue analysis to complete a fluency assessment for this “student.” You will listen to the reading and complete the miscue annotations on the sheet with the passages and complete the fluency assessment sheet where the WCPM and fluency accuracy rates are calculated. Please see the lecture for this information for complete directions and a detailed example. In addition, determine the reading level for each passage (instructional, frustrational, independent).
○ Requirements: The following should be submitted as ONE document: the miscue sheet (annotated passage), the percentage table, a detailed one-page summary of the student’s strengths and weaknesses, and a list of recommendations to help this student improve their fluency and comprehension. Writing assignments must be APA compliant and include a title page, appropriate citations, and references.
PowerPointUnit6REA604.pdf
REA 604
Advanced Early Literacy I
Belhaven University
Unit 6
• Fluency
Reading Fluency
Automaticity
Prosody
Comprehension
Unit Topics
Develop appropriate methods for assessing
children’s reading fluency.
Use reading fluency data to guide classroom
reading instruction.
Unit Objectives
Reading Fluency
Reading Fluency: the ability to read aloud
smoothly at a reasonable rate and with
expression.
This is acknowledged by researchers as an
important goal in becoming a proficient and
strategic reader.
Automaticity
Automaticity- the quick and accurate level of
word recognition with little conscious attention.
Prosody
Prosody- includes expression, appropriate
phrasing, and attention to punctuation.
Reader accurately adjusts the tone, intonation,
speed, and fluency to match the intended
message of a passage.
The reader reads aloud with appropriate pauses,
stops and starts.
Comprehension
The ability to focus attention on understanding
the text.
What is Fluency?
Fluency- the flow of a reader’s delivery in an oral
reading. It involves a combination of rate,
accuracy, and prosody.
Fluency
Fluency practice is NOT a substitute for
Teaching Missing Foundational Reading Skills
Teaching Fluency Will NOT Teach
Missing Phonics Skills
Automatic, accurate decoding is a pre-requisite
for fluent reading.
Teaching or practicing fluency will NOT teach
decoding.
Students with decoding weaknesses need both
phonics instruction and frequent Oral Reading
Practice.
Accuracy
ACCURACY before RATE
WCPM- Words Correct Per Minute
Billy’s Total Words Read – 65 , with 2 errors
Sally’s Total words Read – 81, with 9 errors.
Billy’s WCPM = 63
Sally’s WCPM = 72
Sally’s WCPM score is higher, but Billy is more
accurate.
Billy is more likely to comprehend what he
reads.
The Goal is Always Comprehension
Low accuracy will often impede comprehension.
Low reading rate does not always lead to poor
comprehension.
Reading faster may help them finish faster, but
they will not necessarily comprehend better.
Recommended Accuracy When Reading
Aloud
100% when reading decodable text
100% when practicing for accuracy, without
attention to rate
98% when reading for rate
Measuring Accuracy
Accuracy is the percentage of words read
correctly.
If a student reads 50 words and either skips or
misreads 3 words he read 47 words correctly.
His accuracy is 47/50 = 94%.
Formula for accuracy:
Total words correct ÷ total words read = accuracy
rate
47 ÷ 50 = 94%
Reading Levels
Independent = 95% and higher
Instructional = 90-95%
Frustrational = below 90%
The goal is to read with 100% accuracy.
-The student reads the same passage until receiving
100% accuracy.
The student can re-read or self correct, and those will be
counted as self-corrections.
-More than 2 self-corrections, and they have to read the
section again.
The student should ask for help with words if needed.
-Wait 30 seconds or more before giving a student the
word.
What to Teach Students About Reading
Aloud for Accuracy
Marking Errors When Evaluating
Accuracy
Slash (/) if student misreads a word. (if you have
time, write what the student read for any errors).
Slash (/) if student omits a word.
Insert a caret (v) for inserted or added words.
Write SC over any words students repeat or self-
correct.
Draw a line through the words if the student
skips a row.
Soring for Accuracy
Count all words the student misread or omitted
as errors. (All words in a skipped row count as
incorrect.)
-Mark the number of words correct on tracking
passage.
-SC’s do not count as errors.
Calculate accuracy using previous formula.
Let’s Try One for Practice
Accuracy Tracking
Weekly Assignment
Complete the reading assignments.
Complete the writing assignments.
Answer the discussion questions.
Complete the unit quiz.
What’s next?
