Creating Fluent Readers
In the article, Creating Fluent Readers by Timothy Rasinski, the far-
reaching effects of reading fluency are illustrated through a series of
examples the author has used to ensure his and other teachers' students
increase their overall reading comprehension, verbalization, enunciation,
expression, phrasing and pace through oral reading techniques. Mr.
Rasinski uses the three dimensions of reading fluency to structure the
article, its examples and illustrations, and provide strategies for
educators to increase the overall level of reading comprehension on the
part of students. These three dimensions include accuracy in word
decoding, automatic processing which is the ability to decode reading
quickly, and prosodic reading, a dimension defined by linguistics referring
to the ability of students to syntactically and semantically appropriate
units of language. These three dimensions are form the foundation of a
series of learning techniques and strategies that look to quantify the
reading and fluency levels of students when first introduced to oral
reading, and map their progression. In effect these three dimensions
anchor several methodologies the author suggests through examples work well
in teaching students how to be more effective in their reading. A caveat
the author passes on is that speed is not nearly as important in oral
reading as comprehension and a balance between all dimensions. As a result
of this balanced approach to oral reading and its implications on fluency,
which has major implications on future academic success, the authors'
application of these three dimensions carries credibility in the results
obtained. Further, while the article does not speak to the role of
partners as oral reading and oral fluency coaches, it should. When
children can hear and see their parents reading, the three dimensions come
alive, much more immediate, when also delivered in the home as part of the
learning experience. This is an omission the author has in an otherwise
thought-provoking and valuable article.
Having guided oral reading instruction by using reading centers where students can listen and use aural media, creating echoed reading exercises, and allowing students to work in pairs as silent readers on the same text and then ask questions of one another reinforces critical concepts, the process of reading, and can act as vocabulary-building exercises (Busy Teacher's Cafe, 2007, "Improving reading fluency in young readers"). If available, resource aids can
Several approaches will be helpful in creating this environment: 1. Developing useful study guides useful for ELLs. This will focus their ideas and attention on major ideas and gives a place of focus. 2. Assign reading partners or groups. Pairing ELLs with fluent readers will be very helpful. Teamwork can have a very strong effect on learning. 3. Encouragement: One strategy is the "Say Something" activity. Students take turns reading aloud, and
Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking." (National Institute for Literacy, 2003) The importance of fluency is that: "...it provides a bridge between word recognition and comprehension." (National Institute for Literacy, nd) Examples of classroom instruction in reading that promote reading 'fluency' are monitored oral reading aloud by students and independent silent reading of a repeated nature. Vocabulary "refers
Solutions to incorporating fluency instruction in the classroom include repeated reading, auditory modeling, direct instruction, text segmenting, supported reading, and use of easy reading materials. Young readers may not always know what fluent reading should be like. Despite the awareness, oral reading fluency is a neglected aspect of the classroom (Allington, 1983). Therefore, according to Fluency for Everyone, written by Rasinski, "It seems clear that students need frequent opportunities
dramatic change in the American public schools' demographics due to the country's immigration peak; the highest in the nation's history. This is happening at a time when American schools are charged with the highest accountability level for students' performance in academics. The country's cultural, ethnic and linguistic diversity is reflected by the families and students in K-12 classrooms. It is important that teachers prepare to satisfy the diverse linguistic,
Recent reviews of research on summer school show that high quality programs can make a difference in student learning (Harrington-Lueker, 2000). Results of the research point to programs that focus on corrective or accelerated learning have a positive consequence on student learning. There is significant evidence that summer school can help bring many struggling students up to grade level and prevents loss of learning with many others (Denton, 2001;
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