This developmental process will enable students to become more efficient readers through repeated and modeled reading strategies. Research continues to reaffirm the importance of oral reading fluency and its correlation to increased reading comprehension. However, research also states that we cannot assess early readers by fluency , speed, accuracy and prosody alone without evaluating their comprehension proficiencies , which includes both literal and inferential reasoning.
That being said, it is vital to use a sound research-based reading program and instructional methods that include all facets of reading: phonemic awareness , phonics , reading fluency, vocabulary development and reading comprehension.
Utilizing these key reading components in addition to effective differentiated instruction are best practices when looking to meet the academic needs of all students. To become proficient readers, our students need to become automatic with text so they can pay attention to the meaning.
Students become fluent by reading. Some students learn to read fluently without explicit instruction. For others, however, fluency doesn't develop in the course of normal classroom instruction. Research analyzed by the National Reading Panel suggests that just encouraging students to read independently isn't the most effective way to improve reading achievement.
Too often, simply encouraging at-risk students to read doesn't result in increased reading on their part. During sustained silent reading, at-risk readers may get a book with mostly pictures and look at the pictures, or they choose a difficult book so they will look like everyone else and then pretend to read.
Even if at-risk students do read, they read more slowly than the other students. In a minute reading period, a proficient reader who reads words a minute silently could read 2, words.
In the same 10 minutes, an at-risk student who reads 50 words a minute would only read words. This is equal reading time but certainly not an equal number of words read. These students need to read more, but just asking them to read on their own often doesn't work. The National Reading Panel has concluded that a more effective course of action is for us to explicitly teach developing readers how to read fluently, step by step.
How do we explicitly teach students to read fluently? The National Reading Panel found data supporting three strategies that improve fluency, comprehension, and reading achievement—teacher modeling, repeated reading, and progress monitoring.
The first strategy is teacher modeling. Research demonstrates that various forms of modeling can improve reading fluency.
Examples of teacher modeling include:. Teacher modeling involves more than just listening to someone else read. Students must be actively involved percent of the time and in a multisensory way. Teacher modeling teaches word recognition in a meaningful context, demonstrates correct phrasing, and gives students practice tracking across the page. A child can benefit from teacher modeling once he or she knows at least 50 sight words and has a good sense of beginning sounds.
The reading rate of the model reader is important. Christopher Skinner, a reading researcher, found that students who read lists of words with him slowly were more fluent with the words than students who read with him at a faster rate. The slower rate enables students to learn new words and clarify difficult words. As students learn more words, they naturally become more fluent. Another form of modeling is the neurological impress method.
In the neurological impress method, a proficient and a struggling reader read together from a passage, with the more able reader reading near the rate of the struggling reader.
By rereading books, your child becomes more familiar with the words which helps them learn to read those words! Word trees help your child focus on one word at a time, then accumulate accuracy and speed until they have the entire sentence mastered. If you want to complete a word tree, think of a sentence your child can work on. Then have them write out a single word at the top of the paper — the first word of the sentence. For each line underneath the first word, your child will write the first word plus add the next word in the sentence.
So, the top of the paper will have one word. Then, the line beneath it will have two words. The line beneath that will have three words.
This repeats until the whole sentence is written. The pattern should create an effect that mimics the shape of a cartoon Christmas tree or just a big triangle! This technique is helpful because it allows your child to conquer one word at a time with the goal of building toward the final sentence.
For example: The children, without their toys, feel sad. Fortunately, fluency can be taught. It is important for adults to read aloud to children , modeling what good readers do. Show children how you pause for punctuation and change your voice to make text more meaningful. Children should be read to by their teachers, by their parents, and by their relatives. The more models of fluent reading children hear the better. Next, it is important for children to practice, engaging them in repeated reading.
Text should be easy to read and relatively short. There are several ways children can practice fluent reading;. Children love when you take out a stop watch and time them.
0コメント