This article explores problems that have surfaced in the teaching of reading fluency and how teachers and reading coaches can resolve those problems. Specific issues addressed include reading fluency ...being defined as reading fast and instruction that is focused on having students read fast, reading fluency viewed as solely and oral reading activity, reading fluency seen as an issue only for the primary grades, and reading fluency instruction viewed as a distinct form of reading instruction not integral to authentic reading that focuses on meaning. The author makes the case for an authentic, meaning‐based, and comprehensive approach to fluency instruction that is integral part of the core reading program.
Research has indicated that a large percentage of primary‐grade students who struggle in reading have not achieved full competency in the foundational reading competencies (word recognition and ...fluency). In this article, the author argues that more intensive instruction of the foundational competencies is needed and proposes a simple lesson approach that may help improve the reading outcomes of students who struggle.
ABSTRACT
The role of the teacher, specifically teacher craft, is central to engaging students in effective reading instruction. However, the science of reading has revealed that the content taught is ...also important to reading acquisition. Although the science of reading was aggregated some two decades ago to result in what became known as the five big pillars, it has not been fully incorporated into instructional practice. Subsequent research has continued to inform and strengthen what we understand about reading, and new energy has now emerged to bring the science of reading fully into practice. However, the science of reading and teacher craft are each insufficient without the other. In this article, we discuss the art of teaching and advocate that it must be given serious consideration if the science of reading is to be adopted en masse by teachers. We also discuss several reading strategies and their role in effective reading instruction and the art of teaching.
This study investigated the efficacy of the Fluency Development Lesson (FDL) in improving reading achievement in primary grade struggling readers. 30 readers, enrolled in a summer reading clinic, ...participated in daily 40-min mini-reading lessons across 5 weeks. During the fluency lessons, readers practiced and developed their literacy skills through participation in repeated readings, word work, rehearsal, and performance. Assessments measured comprehension, reading fluency, including word recognition accuracy, reading speed, and prosody. Control students also took the pre- and post-intervention tests; their performance did not change with repeated testing. The Fluency Development Lesson students showed significant gains on all measures.
Although reading fluency has been identified as a critical element in successful literacy curricula for elementary students, fluency has been relatively neglected beyond the elementary grades. Prior ...research has shown that word recognition automaticity (one component of fluency) is strongly associated with overall reading proficiency among secondary students. Prosody (expressive oral reading; the other component of fluency) has not been previously studied with secondary students. The present study examines the relationship between oral prosody and silent reading comprehension among secondary students. Findings indicate a strong association between prosody and silent reading comprehension. Moreover, a significant number of students have not achieved even a minimally acceptable level of prosody in their reading. Based on these and previous studies into fluency and secondary students’ reading, we argue that fluency be made an integral part of reading instruction for secondary students struggling in reading.
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In this article the authors integrate literacy with classroom‐based technologies to create a student produced movie. The authors explain the steps to classroom movie production that deepens students' ...comprehension, engages students' in purposeful writing, and utilizes new technologies.
Get grades 2-4 students engaged in learning the English language with this book on figurative language. This book includes 20 standards-based, content-area lessons that help students develop their ...skills in writing, word meanings, and using context clues.
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