The Hows and Whys of Fluency Instruction

by Kuhn, Melanie R.

• ISBN13: 9780205542161
• ISBN10: 0205542166
• Edition: 1st
• Format: Paperback
• Copyright: 2008-07-30
• Publisher: Pearson

Summary

Key Benefit:Helps teachers and reading specialists readily identify useful instructional strategies--whether they are working with small groups, whole class, or individual learners--and integrate oral reading into their shared reading curriculum or work one-on-one with a struggling reader. It also provides approaches for curriculum-based assessments of learnersrs" reading fluency to help determine whether they are making appropriate progress and to identify which students need to focus on fluency development. Key Topic:This book is a practical guide to fluency instruction with research-based best-practices to transition struggling readers to fluent readers. It is designed to guide educators in finding an appropriate role for fluency within their literacy curriculum. Market:Written for classroom teachers, literacy coaches, reading specialists, literacy coordinators and staff development coordinators or directors for grades 2-12.

Author Biography

Melanie R. Kuhn is an Associate Professor at Boston University.

Table of Contents

Preface	p. vii
Acknowledgments	p. x
What Is Fluent Reading and Why Is It Important?	p. 1
Where Does Fluency Fit in a Child's Reading Development?	p. 2
What Is Fluency and Why Is It Important?	p. 3
The Role of Accuracy	p. 4
The Role of Automaticity	p. 5
The Role of Prosody	p. 6
Oral Reading Then and Now	p. 9
Round-Robin Reading-An All-Too-Common Experience	p. 9
The Changing Role of Oral Reading	p. 12
What Makes for Effective Fluency Instruction?	p. 14
Fluency Approaches to Support the Reading of Challenging Text in Multiple Settings	p. 15
Echo Reading	p. 16
Choral Reading	p. 18
Partner Reading	p. 20
Evaluating Fluent Reading	p. 25
Assessing Reading Fluency-The Hows and the Whys	p. 25
Evaluating Accurate and Automatic Word Recognition	p. 26
Selecting Appropriate Reading Material	p. 27
Determining Students' CWPM Rate	p. 29
Evaluating Prosodic Reading	p. 32
Identifying Students' Reading Levels	p. 36
Three Points Worth Revisiting-Conducting Valid Fluency Assessments	p. 37
Fluency Development and Whole-Class Instruction: Approaches for Shared Reading	p. 41
Whole-Class Approaches to Fluency Instruction	p. 42
Repetition Versus Scaffolded Wide Reading	p. 42
Appropriate Texts, Appropriate Settings	p. 44
Fluency-Oriented Reading Instruction (FORI)	p. 46
Wide Fluency-Oriented Reading Instruction (Wide FORI)	p. 52
Conducting Effective Whole-Class Instruction-Some Final Thoughts	p. 57
Fluency and Differentiated Instruction: Working with Flexible Groups	p. 61
Fluency Instruction for Flexible Groups	p. 62
Oral Recitation Lesson (ORL)	p. 63
Fluency-Oriented Oral Reading (FOOR) and Wide Fluency-Oriented Oral Reading (Wide FOOR)	p. 67
Supported Oral Reading	p. 73
Conducting Effective Instruction with Flexible Groups-Some Final Thoughts	p. 76
Fluency Instruction for Pairs and Individual Learners	p. 79
What If Only One or Two Students Need Fluency Instruction?	p. 80
Repeated Readings	p. 82
Neurological Impress Method (NIM)	p. 88
Reading-While-Listening	p. 91
Cross-Age Reading	p. 94
Conducting Effective Fluency Instruction for Pairs and Individuals-Some Final Thoughts	p. 97
Approaches to Supplement Your Literacy Curriculum	p. 101
How Can Fluency Instruction Supplement My Literacy Curriculum?	p. 102
Paired Repeated Readings	p. 102
Fluency Development Lesson	p. 105
Reader's Theater	p. 108
General Fluency Approaches-Revisited	p. 111
Conclusions	p. 112
Appendixes	p. 115
Glossary	p. 157
References	p. 160
Index	p. 163
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