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00:00 |
(Beginning of video)
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00:00 |
Welcome back.
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00:02 |
Let's now explore the practitioner and research perspectives on Fluency.
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00:06 |
However, now I would like to look at the instructional implications of working with dysfluent intermediate and adolescent students.
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00:13 |
So when do we intervene?
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00:15 |
Assessment, assessment, assessment shows us who's at risk for having fluency issues.
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00:21 |
We always want to rely on the assessment that we give students
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00:25 |
in order to figure out if they're having these types of issues in their reading.
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00:31 |
But, if it's before the assessment time period and we notice that students are missing more than five words in a hundred total word passage on grade level text - this would be an unseen passage - then we have an indication that they might be having issues.
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00:48 |
If students are reading very slowly.
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00:50 |
then that could also mean that fluency might be a problem for them.
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00:58 |
What is slow?
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01:00 |
This slide shows us some of the average reading rates of students in the third grade up.
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01:09 |
Notice that at 6 grade we see greater than 150 WPM because as we said - and have been saying - speed doesn't always mean that comprehension is happening.
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01:21 |
Greater than 150 WPM is an adequate pace for students to be reading and comprhending.
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01:29 |
But again, students could be reading a lot slower and comprehending, and they could be reading a lot faster and not comprehending anything Research shows us that we can do many things, dnd we'll discuss what our article talked about in the moment, but just know that one of the best things we can do is provide 5 to 10 minutes of one-to-one training on fluency at regular time periods during the week.
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01:56 |
It is important to set a goal.
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01:58 |
You can set a goal for 40% higher than the current rate. You set a goal for 30% higher. You need to determine that so that you can get the student where they need to be over the course of a time period, whether it be six months, a year, a month.
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02:15 |
It's important to set reasonable goals that they actually can attain.
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02:20 |
We want to improve understanding of the text as well. If students are going into a passage cold without knowing anything about the passage, they're going to have less opportunity to understand what they are reading.
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02:33 |
And when we improve speed, we want to reread words in lists and reread passages in stories.
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02:42 |
But, the reminder is that we always build accuracy first and then work on rate.
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02:50 |
Here are some of the recommendations you most likely saw in the article from Hudson, Lane & Pullen.
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02:57 |
I'll let you read through these again to remind you what they had in this article.
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03:03 |
Also the article provided us with some answers to common questions, for example, What kind of texts do I use?
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03:10 |
Of course we do you want to use texts that are at the students' independent reading level.
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03:15 |
And how much progress should I expect?
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03:19 |
This was also given in the article as to how many words per week that you might want to see in a growth rate over the course of a time period.
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03:29 |
Of course, this is variable, and we have to differentiate
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03:37 |
instruction according to the students' abilities. In this section, I would also like to add that the National Reading Panel cited 14 articles that showed the benefits of guided repeated oral reading. And that's not round robin reading.
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03:50 |
This is guided repeated oral reading and the effect it has on student progress and fluency.
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03:57 |
You can look at the list here. Notice at the bottom that nowhere have data shown that Drop Everything and Read, Sustained Silent Reading or Accelerated Reader
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04:11 |
does [not] help with fluency These are very popular programs.
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04:16 |
And I'm not saying that we shouldn't do these in classrooms; I'm just explaining that there's no data to support that fluency is benefited by doing these types of things.
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04:34 |
Students benefit when they hear adults read out loud and when they themselves read out loud.
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04:40 |
It builds confidence and motivation; it builds community.
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04:43 |
We can connect spoken and written language; and strengthen decoding skills.
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04:48 |
That of course fosters fluency.
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04:52 |
Please sometimes when we have older students, teachers tend to think that silent reading is the only way to go.
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05:00 |
But oral reading can be so beneficial even in a high school classroom.
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05:08 |
What is wrong with round-robin oral reading?
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05:11 |
It's not effective.
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05:13 |
Here are some reasons, but what I like to think about is this.
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05:17 |
If I'm a student in a round-robin situation and I read, and my turn is up, what happens to my attention?
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05:26 |
Think about it for a moment.
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05:28 |
I know what I would do. In all likelihood, I'd finish my turn and now I'm thinking about where I'm going after school.
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05:35 |
Or what's happening later?
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05:37 |
Round-robin oral reading is not and effective practice.
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05:41 |
Please avoid it if you can.
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05:45 |
Here are the best approaches
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05:48 |
to fluency, and notice the smiley face is not on the round-robin oral reading.
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05:53 |
Look at these: Echo reading, whisper reading, choral reading, partner reading.
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05:56 |
Rank these approaches from least to most teacher support.
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06:00 |
Pause for a moment.
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06:01 |
On the next slide you can see how I look at that.
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06:06 |
Notice that Echo reading has the most teacher support.
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06:10 |
It might not be as appropriate for older children.
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06:13 |
But we can find ways to implement choral reading, and especially partner reading into our intermediate and high school classrooms.
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06:22 |
Whisper reading as well might be a little bit younger for some of our students. But for the most part, these middle, coral and partner reading, are very good instructional possibilities for our adolescent readers.
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06:42 |
Now, I'd like for you to pause and watch Dr. Joe Torgesen talk about fluency instruction for adolescent readers.
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06:48 |
As you're watching, it would be great to jot down some of the strategies that Dr. Torgesen discusses.
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06:55 |
And consider these and how you could use these strategies with your own adolescent readers.
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07:02 |
(End of video)
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