Domain 3 Flashcards
3 Indicators of fluent reading
[Competency 8]
Accuracy
Rate
Prosody
Accuracy
[Competency 8]
Pronounce words correctly (involves phonics skills, sight word knowledge, structural analysis skills, syllabic analysis skills, and orthographic knowledge)
Rate
[Competency 8]
Ability to quickly decode words and to speedily read phrases and sentences
Prosody
[Competency 8]
-Reading with “expression”
(Emphasis of certain words, variation in pitch, and pausing)
-Understanding sentence structure, punctuation, purpose
Automaticity
[Competency 8]
Swift and accurate reading
Role of Fluency (in all stages)
[Competency 8]
- accurate and swift letter naming
- fluency with single-syllable words & high-frequency sight words
- multisyllabic words
- achieve automaticity of words with irregular spellings and content-area words
Automaticity theory
[Competency 8]
Requires readers to decode words and understand the meaning of the text
Factors that disrupt fluency
[Competency 8]
- weak word analysis skills
- lack of familiarity with content vocabulary
- lack of background knowledge
- lack of familiarity with more complex syntactic structures
Weak word analysis skills
[Competency 8]
Child encounters several unrecognizable words & spends too much time trying to figure out how to pronounce these words; “forget” what they are reading and diminishes comprehension
Role of Decodable Text in Fluent Reading
[Competency 8]
- Young readers: builds fluency while they are acquiring basic phonics skills and high-frequency sight words
- Mastery of high frequency sight words expands their knowledge of content-related sight words, master advance letter-sound correspondences, and develop solid structural analysis and syllabic analysis
Effective Independent Silent Reading
[Competency 8]
- Books at appropriate reading levels
- Hold students accountable for comprehension
Limits of Independent Silent Reading
[Competency 8]
-does not guarantee fluent reading (might be practicing inaccurate, slow, and no expressive reading)
Instructional Strategies for Improving Fluency Components (accuracy, rate, and prosody)
[Competency 9]
- Monitored Oral Reading with the Teacher
- Repeated Readings
Monitored Oral Reading with Teacher
[Competency 9]
- teacher models fluent, efficient reading
- student practices reading aloud the same text after teacher
- teacher feedback: respond to student’s reading (select phrase or sentence student struggled with and have child reread correctly)
Repeated Readings
[Competency 9]
- Student retreads alone
- Timed readings
- Tape-assisted readings
- Paired reading with a partner
Specific Strategies for Building Accuracy
[Competency 9]
-Building automatic word recognition through activities that provide systematic, explicit instruction in phonemic awareness, phonics, and sight words
Strategies for Building Reading Rate
[Competency 9]
- Students who read too slowly: Whisper Reading Interventions
- Students who automatically decode: independent silent reading while having students work with a partner
Whisper Reading
[Competency 9]
Group of children read aloud to themselves quietly while teachers monitors each individual student performance and provides feedback by focusing on specific words students are having difficult with and by reading aloud with the child
Independent Silent Reading in Pairs
[Competency 9]
Students individually read the same text silently with a partner. At the end of the text, students quiz one another on the materials.
-Student pairs should be at the same decoding skill level.
Specific Strategy for Building Prosody
[Competency 9]
- Phrase-cued reading
- GOAL: students move beyond word-by-word reading and recognize phrases in sentences
Phrase-cued reading
[Competency 9]
- Teacher creates small group of children with shared need
- Teacher selects a text and marks the text using slash marks in between each phrase/comma (/)or sentence (//). Single slash mark (/) is used to replace commas. EXAMPLE: He spied the drawn shade / on the east window / with its shade cord and ring / like a trapeze / and it gave him an idea //
- Each child has a copy of the text and understands the markings.
- Teacher rereads the text aloud and models appropriate markings.
- Students reread the text aloud with the teacher.
- Students reread with a partner.
Fluency Strategies for Struggling Readers and Students with Learning Disabilities
[Competency 9]
- using texts written at students’ independent reading levels
- focusing on improving accuracy through additional word identification instruction
- focusing on recognition of key sight words
- focusing on improving rate through additional practice depending on the student’s automaticity
Using Texts Written at Students’ Independent Reading Levels
For Struggling Students
[Competency 9]
Struggling readers are often asked to read material that is too difficult for them
-Give appropriate texts and have monitored oral reading lessons and repeated reading activities.
Focusing on Improving Accuracy through Additional Word Identification Instruction for Struggling Students
[Competency 9]
Struggling students need extra lessons to improve phonics skills, knowledge of sight words, structural analysis skills, syllabic analysis skills, and orthographic knowledge.
-Assess students to determine which specific skills each individual student is lacking.
