Comp 9: Fluency: Instruction and Assessment

Question 1

Scaffolding

Answer 1

refers to the support and guidance provided by an adult or more capable peer that helps a student function on a higher level.

Question 2

Semantics is the component of language that has to do with ____ and ____ meaning

Answer 2

is the component of language that has to do with word and sentence meaning.

Question 3

Multi-Tiered Intervention Strategy

Answer 3

is a set of layers of instruction that increase in intensity (e.g., increase amount of instruction, decrease group size) based on how well students are succeeding in a less intensive instructional format.

Question 4

Scripted program

Answer 4

is one in which the directions for using the program are so detailed that teachers are provided with the exact words to be used for instruction.

Question 5

Phonology is the language component that consists of _____ and _____ speech sounds.

Answer 5

is the language component that consists of producing and understanding speech sounds.

Question 6

Morphology is the component of language that has to do with meaningful _____ parts, such as _____ and ______.

Answer 6

is the component of language that has to do with meaningful word parts, such as roots and affixes.

Question 7

Syntax is the language component that has to do with the way in which _____ are ______ in a sentence.

Answer 7

is the language component that has to do with the way in which words are arranged in a sentence.

Question 8

Semantics is the component of language that has to do with _____ and ______ meaning.

Answer 8

is the component of language that has to do with word and sentence meaning.

Question 9

Prosody

Answer 9

is the component of language that has to do with the intonation and rhythm of speech: pitch, stress, and juncture.

Question 10

_____ is the component of language that has to do with engaging in ________ _________.

Answer 10

Pragmatics is the component of language that has to do with engaging in effective communication.

Question 11

English language learners (ELLs)

Answer 11

are students whose native language is not English and who cannot participate effectively in the ­regular curriculum because they have difficulty speaking, understanding, reading, and writing in English-speaking classrooms.

Question 12

Phonics is the study of …

Answer 12

speech and sounds related to reading

Question 13

Analytic Approach

Answer 13

involves studying sounds within the context of the whole word; for example, /w/ is referred to as the sound heard at the beginning of wagon.

Question 14

Synthetic approach in phonics involves …

Answer 14

decoding words sound by sound and then synthesizing the sounds into words.

Question 15

Variability principle

Answer 15

is the concept that the same letter or letter combination can represent diverse sounds as in ow: now, snow; oo: too, took. Readers therefore need to try another pronunciation if the first does not work out.

Question 16

Sight Words

Answer 16

are those that are recognized immediately. Many sight words occur with high frequency, and some are learned through visual memorization.

Question 17

High-frequency words

Answer 17

are words (such as the, of, and them) that appear in printed material with a high rate of occurrence.

Question 18

Listening capacity

Answer 18

is the highest level of reading material that students can understand with 75% comprehension when it is read to them.

Question 19

Phonological awareness

Answer 19

iis the ability to recognize and manipulate the spoken parts of words and sentences, including syllables, onset–rime, and word awareness.

Question 20

Phonemic awareness:

Answer 20

is the consciousness of individual sounds in words. It is the realization that a spoken word is composed of a sequence of speech sounds and being able to note the individual sounds.

Question 21

Segmentation

Answer 21

is the division of sentences –> words, compound words –> component words, words –> syllables, syllables –> onset and rime, and finally, words –> phonemes.

Question 22

Instructional Strategies that Will Improve All Components of Fluency: Accuracy, rate and Prosody

A. Monitored Oral Reading with the Teacher

Answer 22

o Should be at the students instructional level where the student correctly decodes 95% of the words with a length of 50-200 words, increasing with older students
o Teacher Model: text should be read aloud
o Student Practice: after teacher modeling
o Teacher Feedback: bring a phrase the child had difficulty reading or missed punctuation where the teacher then provides a correct model for the mistake

Question 23

Instructional Strategies that Will Improve All Components of Fluency: Accuracy, rate and Prosody

B. Repeated Readings

Answer 23

o Student goal should be to read at least 4-5 times
o Student Alone: student reads alone after the teacher models
o Timed: Give an appropriate time goal
o Tape-Assisted Reading: No sound effects, nice speed where student follows along the tape; student eventually reads along with the tape and then without it
o Paired reading with a Partner: Take turns, alternate or read together; more fluent reader goes first to model

Question 24

Instructional Strategies that Will Improve All Components of Fluency: Accuracy, rate and Prosody
C. When and How Fluency Instruction Should be Introduced

Answer 24

o Accurate and swift letter naming, 2. Fluency with single-syllable words with regular letter-sound correspondence with high frequency sight words, 3. Swift multisyllable word accuracy using structural analysis skills, syllabic analysis skills and orthographic knowledge, and 4. Fluency with words with irregular spelling and content-area words

Question 25

Specific Strategies for Building Accuracy

Answer 25

o Monitored Oral Reading and Repeated Reading will build up all 3 areas of fluency: accuracy, rate and prosody
o Poor accuracy: improve word identification skills and automatic word recognition, systematic and explicit instruction in phonemic awareness, phonics and sight words

Question 26

Specific Strategies for Building Reading Rate

Answer 26

o Whisper Reading: Students read at a whisper while teacher provides feedback
o Good Decoding, Slow Reading: SSR with accountability for comprehension (partner read where student must state what the text is about) and appropriate book

Question 27

Specific Strategies for Building Prosody

Answer 27

o Phrase-Cued Reading: Text has been marked by teacher and teaches students to recognize phrases and sentences rather than just words
1. Groups of similar student needs are created
2. Slashes are used to separate phrases and sentences
3. Teacher explains the markings are models proper reading
4. Students try to read on their own or with partners

Question 28

How to Help Struggling Readers and Students with Learning Disabilities become more fluent

Answer 28

o Using Texts Written at Students Independent Reading Levels
o Focusing on Improving Accuracy through Additional Word Identification Instruction
o Focusing on Recognition of Key Sight Words
o Focusing on Improving Rate through Additional Practice, Using either Oral or Silent reading Depending on the Students’ Automaticity

Question 29

How to help ELLs become more fluent

Answer 29

o Need to learn the tonal patterns and rhythms of English through modeling and phrase-cued reading and English punctuation
o Echo Reading: Teacher read text aloud and students read along with the teacher

Question 30

How to help Advanced Learners for fluency

Answer 30

o Becoming more fluent with complex texts

Question 31

How to Assess Fluency
1.
2.
3.

Answer 31

o Accuracy:
Running Records and Miscue Analysis with goal of 95% accuracy at students independent reading level
o Rate:
Timed Readings (wcpm); Given 1 minute how many words can the student read accurately
o Prosody:
Oral assessment to note for appropriate pitch, appropriate response to punctuation and appropriate characterization (with dialogue)

Question 32

B. Entry-Level. Progress Monitoring and Summative Purposes

Answer 32

Running records, timed readings, and oral assessments can be used

Question 33

C. How to Analyze, Interpret and Use Results

Answer 33

teachers should use the results of both formal and informal assessments

Question 34

There are four causes of poor fluency:

Answer 34

weak word analysis, lack of familiarity of content vocabulary, lack of background knowledge, lack of familiarity with more complex syntactic structures

Question 35

What does it mean when a student has weak word analysis

Answer 35

o the student will stop to decode unfamiliar words
o pause frequently when reading aloud and then make several errors in word identification

*teacher should work on student’s phonic and sight word skills

Question 36

What does it mean when a student has lack of familiarity of content vocabulary

Answer 36

o occurs with grades 3-8
o student has acceptable levels of fluency with literary texts but has fluency problems with specific context texts (scientific texts)

*teacher should teach content vocab of the texts that the student is struggling with

Question 37

What does it mean when a student has lack of background knowledge

Answer 37

o students lack adequate background knowledge if the subject matter of the text (usually goes in hand with lack of content vocab)

• teacher should provide student with the background knowledge that they lack in addition to teaching the vocabulary

Question 38

What does it mean when a student has lack of familiarity with more complex syntactic structures

Answer 38

o this occurs when the student is not fluent with any text written at their grade level (basal reads, novels, and context texts), unlike students who only struggle with texts on certain subjects

*teacher should work individually with student on complex sentences, model how to read sentences with dependent and independent clauses.

Question 39

Instructional Strategies for Fluency

Answer 39

· Reinforcement
· Hands on Assignments, Modeling of strategies
· Scaffolding
· Differentiation
· Provide daily, targeted instruction that is explicit, is systematic, and provides ample practice opportunities with immediate feedback
· Provide ample opportunities for guided initial practice and independent practice
· Teacher Read Alouds
· Pausing
· Cooperative Learning Groups
· Reinforcement activities
· Modeled reading
· Reader’s theatre