Lecture 6: Reading Fluency

Question 1

Whats the systematic process to be an efficient reader?

Answer 1

• decoding
• fluency
• comprehension

Question 2

List the components of fluency….

Answer 2

• Speed
• Accuracy
• Phrasing (pausing, punctuation)
• Expression (feelings)

Question 3

Does adequate word recognition lead to fluency?

Answer 3

NO fluency is dependent on adequate word recognition, but word recognition doesn’t always lead to fluent reading
- Fluency requires some application of language knowledge as a part of the comprehension process

Question 4

When the child is like decoding properly but not reading fluenty, what are some signs (3)

Answer 4

• Finger pointing
• Word by word reading
• Lack of self monitoring

Question 5

What does slower reading lead to?

Answer 5

• read less in a given time period

- wont comprehend as well= loose interest 


Question 6

What causes fluency issues?

Answer 6

no definitive

• Limited book experiences prior to school.
• Learned adaptive response to a specific type of instructional setting (“checking the traffic response”).

Question 7

What is automaticity?

Answer 7

the ability to engage and coordinate a number of complex subskills and strategies with little cognitive effort.

(reading fluently requires automatic info processing)

Question 8

Why do some words need to be learned by sight?

Answer 8

because um, so many high frequency words are not decodable

Question 9

Which of the like components of fluency are the easiest to screen? and what are the hardest?

Answer 9

EASY: speed and accuracy (objective)
HARD: phrasing and expressive (subjective)

Question 10

What is meant by TAPE, CHECK

Answer 10

• Students record a baseline assessment, check 
their errors, and chart their fluency data.
• • Following intervention, a second reading is 
conducted and results are compared. 
 


Question 11

What DOESN’T work in terms of intervention?

Answer 11

• Training struggling readers to recognize individual words faster
• Increasing the amount of recreational or independent reading
• Peer tutoring as not as effective as cross-age tutoring (bc peers are less likely than older children to provide feedback)

Question 12

What DOES work in terms of intervention?

Answer 12

• Providing a model of fluent reading then gradually releasing responsibility to the child. 

• opportunities to develop self- monitoring skills
• Providing repeated readings with limited, if any, interruptions
• increasing the difficulty of the text and providing feedback for missed words. 

• Re-reading

Question 13

What are the stages of 4P Strategy?

Answer 13

Preview
Pause
Prompt
Praise

Question 14

Preview

Answer 14

• CDA engages child in a brief discussion. “What do you think this book is about?”. CDA and child begin reading aloud together (called choral reading) until the child is ready to continue alone

Question 15

Pause

Answer 15

• If child stumbles or misreads, CDA pauses for a count of 3, or until the sentence end 


Question 16

Prompt

Answer 16

• If child does not self-correct, CDA will
prompt strategically.


First: “Let’s read that again”
Then: Give word

Question 17

Praise

Answer 17

• After reading, CDA provides praise for good reading strategies.