Choosing, Using, and Understanding Early Assessment: Fluency
WSRA Early Intervention Committee
February 8, 2008
Amber Petersen Reading Specialist/RtI Coordinator Kettle Moraine School District petersea@kmsd.edu
Fluency
z What
is it? z Why is it important? z How do we assess for fluency? z Resources for assessment and instruction
What is Fluency?
z
Fountas and Pinnell (2006) define fluent processing as using smoothly integrated operations to process the meaning, language, and print (p. 62). Rasinski (2004) refers to fluency as accurate decoding of words in a text, along with expressive interpretation of the text, to achieve optimal comprehension (p.2).
Working definition
z Automatic
processing at letter, word, phrase/sentence, text level z Attention to features of text z Observable set of behaviors z Accuracy and rate z Prosody-phrasing and expression
Why is it important?
z Critical z Bridge
component of learning to read between word analysis and comprehension z Interpretation of authors message z According to NAEP, nearly half of American 4th graders have not achieved minimal level of fluency-associated with difficulties in comprehension when silent reading
Four Levels of Fluency
z Letter z Word z Phrase/Sentence z Text
Adapted from Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehension and fluency: Thinking, talking, and writing, K-8. Portsmouth, NH: Heinemann.
Letter Level
z Distinguish
features of letters z Access visual information accurately and quickly z See letters in connection with others within words z Process visual information automatically
Adapted from Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehension and fluency: Thinking, talking, and writing, K-8. Portsmouth, NH: Heinemann.
Word Level
z Recognize
both short and complex words quickly z Use word parts automatically z Solve words rapidly within the context of reading z Read words as strings of language, rather than isolated units.
Adapted from Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehension and fluency: Thinking, talking, and writing, K-8. Portsmouth, NH: Heinemann.
Phrase/Sentence Level
z z z z z
Parse language into meaningful phrases Notice and use punctuation Notice and use sentence structure Stress words to reflect authors meaning Understand connectedness of sentences to each other
Adapted from Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehension and fluency: Thinking, talking, and writing, K-8. Portsmouth, NH: Heinemann.
Text Level
z z
z z
Anticipate what will logically come next Use previous information, syntax, vocabulary and writers tone to provide momentum while reading Understand and use text structure (organization) to process effectively Read with expression to indicate comprehension
Adapted from Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehension and fluency: Thinking, talking, and writing, K-8. Portsmouth, NH: Heinemann.
Changes over time
z Talking
like a book-Reading Reenactment z Early Reading Behaviors (Levels A-C) z Fluent and Oral Reading (Levels D-I) z Fluent and Phrased Oral Reading/Rapid Silent Reading (Levels J+)
Adapted from Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehension and fluency: Thinking, talking, and writing, K-8. Portsmouth, NH: Heinemann.
Levels A-C
z 1:1
match
z Cross-checking
language with visual information (print) z Slow reading with careful and precise finger pointing z Word-by-word reading with some phrasing
Adapted from Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehension and fluency: Thinking, talking, and writing, K-8. Portsmouth, NH: Heinemann.
Levels D-I
z z z z z
Tracking with eyes Automatic word recognition and word solving Faster, more phrased reading-awareness of meaning and syntax Sounds fluent on easy text (like talking) Sounds fluent on stretches of challenging new text
Adapted from Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehension and fluency: Thinking, talking, and writing, K-8. Portsmouth, NH: Heinemann.
Levels J+
z Tracks z Quick
with eyes word recognition and word solving z Faster pace z Sounds fluent
Adapted from Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehension and fluency: Thinking, talking, and writing, K-8. Portsmouth, NH: Heinemann.
Assessment
z z
Observations and Anecdotal notes
z
Developmental behaviors One-minute reading probe Reading Rates Beginning mid-first grade Multi-dimensional Fluency Rubric NAEP Oral Reading Fluency Scale Running Records
Oral Reading Fluency-Words per Minute
z z z
Rubrics
z z
IRIs
z
Developmental Behaviors
z z z z z
z z z z
Automatic word recognition High word accuracy rate 1:1 match with eyes tracking print rather than finger Response to punctuation by changing of voice Use of pitch, stress, and/or intonation when appropriate to approximate telling important or unusual information Brief pauses while reading Problem-solving on the run Reads in phrases Sounds like talking
Target Reading Rates
Grade 1 2 3 Fall
(WCPM)
Winter
(WCPM)
Spring
(WCPM)
0-10 30-80 50-110
10-50 50-100 70-120
30-90 70-130 80-140
*wcpm=words correct per minute (words per minute-errors)
Adapted from: Rasinski, T. V. & Padak, N. (2005). 3-minute reading assessments: Word recognition, fluency & comprehension. New York: Scholastic.
Resources and Bibliography
z
Cooper, J. D., Chard, D. J., & Kiger, N. D. (2006). The struggling reader: Interventions that work. New York: Scholastic. Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehension and fluency: Thinking, talking, and writing, K-8. Portsmouth, NH: Heinemann. Levels A-K Reading Assessment. The Teachers College Reading and Writing Project, Columbia University. Retrieved September 17, 2007, from http://rwproject.tc.columbia.edu/default.aspx?pageid=1099 Rasinski, T. V. & Padak, N. (2005). 3-minute reading assessments: Word recognition, fluency & comprehension. New York: Scholastic. Rasinski, T. V. (2004). Assessing reading fluency. Honolulu, HI: Pacific Resources for Education and Learning. Available at www.prel.org/programs/rel/rel.asp. Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recogntion, fluency, and comprehension. New York: Scholastic. Samuels, S. J. & Farstrup, A. E., (Eds.). (2006). What research has to say about fluency instruction. Newark, DE: International Reading Association.
