Fluency and the Common
Core
David Liben and David D. Paige
dliben@studentsachieve.net
dpaige@bellarmine.edu
Student Achievement Partners
CORE ADVOCATES May 2-3, 2015
http://achievethecore.org/
Taking Stock
• In small groups please share and address the following:
• In general what do you think most districts in your state do about fluency
instruction and assessment?
• What questions do you have about fluency instruction and assessment?
CORE ADVOCATES, Denver, May 2-3, 2015
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Outline for Today
• The relationship between fluency decoding, vocabulary and
comprehension
• How is the role of fluency and fluency instruction impacted by the
Common Core?
• Classroom strategies and activities to develop and sustain fluent
reading for all students
• Fluency assessment
• Fluency Resources
• Wrap up
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The Fluency-Decoding Connection
• Decoding is necessary but not sufficient.
• Assessments need to determine which is the problem.
• In order to be fluent, decoding needs to be automatic.
• How long do you think it takes a fluent proficient reader on average to
recognize a word?
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The Fluency-Vocabulary Connection
• Name the smartest, wisest person whoever lived. One at a time please
raise your hand.
• Most vocabulary is learned through reading or being read to.
• Powerful academic word per 1000 (Hayes and Ahrens 1988)
•
•
•
•
•
•
•
•
College graduate speech 17.3
Popular Adult TV shows 22.7
Expert Eye Witness Testimony 28.4
Children’s Books 30.9
Adult Books 52.7
Comic Books 53.5
Popular Magazines 65.7
Newspapers 68.3
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The Fluency-Comprehension Connection
• “Comprehension” is a strange concept.
• A disfluent reader cannot integrate word, phrase and sentence
meaning into her sense of what the text is about. (Perfetti 2007)
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Fluency and the Common Core
• The Common Core calls for more complex text.
• Let’s consider the feature of complex text and which of these might
disproportionately influence disfluent readers.
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What are the Features of Complex Text?
•
•
•
•
•
•
•
•
Subtle and/or frequent transitions
•
•
Longer paragraphs
Multiple and/or subtle themes and purposes
Density of information
Unfamiliar settings, topics or events
Lack of repetition, overlap or similarity in words and sentences
Complex sentences
Uncommon vocabulary
Lack of words, sentences or paragraphs that review or pull things
together for the student
Any text structure which is less narrative and/or mixes structures
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Experiencing Disfluency
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One Thing They Aren’t is
Maternal
(Feel for a minute what our disfluent readers
feel ALL the time)
One Thing They Aren’t Is Maternal
In the blockbuster movie "The March of the Penguins," the emperor
penguins were portrayed as fairy parents, loving every egg they laid and
mourning every egg that cracked before its time. Among the less storied
royal penguins, a mother lays two eggs each breeding season, the second 60
percent larger than the first. Just before the second egg is laid, the mother
unsentimentally rolls the first egg right out of the nest.
In Magellan penguins, the mother also lays two eggs and allows both to
hatch; only then does she begin to discriminate. Of the fish she brings to the
nest, she gives 90 percent to the larger chick, even as the smaller one howls
for food. In the pitiless cold of Antarctica, the underfed bird invariably dies.
Like penguins, many species that habitually jettison a portion of their
progeny live in harsh or uncertain environments, where young are easily lost
and it pays to have a backup. At the same time, the harshness and
uncertainty make it virtually impossible for a mother to raise multiples, so if
the primary survives, the backup must go. Sometimes the mother does the
dirty work herself. More often, she leaves it to her preferred young to
dispatch of its understudy.
CORE ADVOCATES, Denver, May 2-3, 2015
Excerpted from “One Thing They Aren’t is
Maternal” New York Times
By Natalie Angier May 9, 2006
11
HOW DOES FLUENCY PREVENT and HINDER
COMPREHENSION?
• Accuracy
• Rate
• Prosody
Question: Why do many female penguins kill one of their babies?
A: In a harsh environment, she can only raise one. If one dies early, she
has the “insurance” baby.
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Let’s “Read Smooth”
Building Fluent Readers
• Fluency Pillars
• Reading TO Students
• Listen to Student Read
• Repeated Reading
• Guided Reading
• Read Aloud
• Reading WITH Students
• Choral Reading
• Reading Alone
• Paired Reading
• Fluency Assessment
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Fluency
Development
Pillars
Develop Fluent
Readers
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Fluency
Development
Pillars
Develop
Fluent
Readers
CORE ADVOCATES, Denver, May 2-3, 2015
1. Read
TO
15
1. Read
TO
Fluency
Development
Pillars
Develop
Fluent
Readers
2. Read
WITH
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1. Read
TO
3.
LISTEN
to
Fluency
Development
Pillars
Develop
Fluent
Readers
2. Read
WITH
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1. Read
TO
4. Read
Alone
Fluency
Development
Pillars
Develop
Fluent
Readers
2. Read
WITH
3. LISTEN
to
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Narrative
Text
1. Read
TO
4. Read
Alone
Fluency
Development
Pillars
Develop
Fluent
Readers
2. Read
WITH
3. LISTEN
to
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4. Read
Alone
Develop
Fluent
Readers
3. LISTEN
to
CORE ADVOCATES, Denver, May 2-3, 2015
2. Read
WITH
Informational
Text
Narrative
Text
1. Read
TO
Fluency
Development
Pillars
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Reading TO Students
Kindergarten
Plus – Tier 1
• Read Aloud
• Students learn how books “work”
• Builds general knowledge
• Exemplifies differences between written language and everyday
conversation
• Builds vocabulary:
• Hear new words (listening vocabulary)
• Discuss the use of new words
• Improves comprehension
• Listening comprehension is critical to reading comprehension
• Student Achievement Partners Read Aloud Project
http://achievethecore.org/page/944/join-the-read-aloud-project-rap-on-edmododetail-pg
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Reading WITH Students
Choral Reading
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End of 1st grade and older.
Students should be
reading connected text
Tier 1
Choral Reading
• Based on a powerful research base
• Benefits ALL readers, not just those who struggle
• Easy, quick, and flexible to implement
• Allows all students to participate with support
• Provides “anonymity” for students embarrassed to read
• Allows practice with text that may be challenging for many
students
• Can be implemented through middle school
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Two Versions of Choral Reading:
• Repeated reading: The same text is read several
times over several days
• Wide-reading: A similar, but different text is read
each day
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Choral Reading: Selecting Text
• Choose texts from the curriculum
• Can be narrative or informational (science & social studies text work
great)
• Choose text that the “average” student can read
• More challenging text can be introduced once students are
comfortable with the strategy
• Text length approximations: About 2 to 2.5 minutes worth - 200 to
350 words depending on grade and reading ability
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Choral Reading: Before Reading (the first day
with a new text)
• This is NOT close reading but….
• To encourage comprehension the teacher briefly previews the text –
the author, the gist of the passage, why we’re reading it, etc.
• Read the text aloud to the class while students follow along silently
with their copy
• Advise students to pay attention to word pronunciation, unfamiliar
vocabulary, phrasing, pacing, and how the teacher reads with
expression.
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Choral Reading: Begin Reading Together
• Advise students that the goal of choral reading is to read in unison
with “one voice,” like a choir.
• Students must read softly enough so as to hear both the teacher and
their neighbors reading – a conversational voice.
• Students mimic the pacing of the teacher and the teacher’s use of
expression.
• Begin students reading by counting down from “3, 2, 1.”
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During Choral Reading:
• Teacher reads the passage aloud in a voice that can be heard by the
students.
• The teacher should “travel the room” while reading to insure all students
are engaged.
• While reading, the teacher simultaneously listens to students as a group:
•
•
•
•
Mispronounced/difficult words (hesitations)
Difficult phrases/sentences
Are students reading with “one voice”
Are students using expression
• It’s okay if students are reading softly or even appear to be only following
along…
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Choral Reading Activity
• Handout: “Grandpa’s Story”
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Choral Reading: After Reading
• “Coach” the class much like a choir director
• Point out to the class (not individuals) what was done well
• Ask the class for 2-3 things that would improve the reading
• Repeat the reading a second time to reinforce improved reading
• Never single out any one student for either good or poor reading
• Always address the class as a single entity
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Continuation:
Repeated Reading Version:
• Read the same text on days two through four
• Remind the class how to improve the reading
• Transfer of Responsibility: As the class improves, the teacher withdraws her/his voice by
reading more quietly or not reading at all. Students must now listen to each other to keep
the reading fluent
• When the class is sounding good, spice it up:
• Antiphonal reading: split the class in half where each takes turns reading the sentences
• Play the “Catch the Word” game: The teacher reads the text while students follow along silently. On a
random basis the teacher stops reading – and the students read only the very next word, the teacher
then picks the reading back up – keep it smooth!
• Voices: split the class into different “voices” e.g., grandmom, rap star, baby, grandfather
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Choral Reading: Wide-Reading
• On day 2, continue with the next reading
• May be a continuation of the same text (a book for example)
• Could be a different passage, but one that is similar
• Remember students need distributed practice with similar texts over
time
• Student Achievement Partners “Fluency Packets”
http://achievethecore.org/page/981/fluency-resources
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Final Thoughts for Choral Reading …..
• Choral reading takes only a few minutes a day
• Transition into the lesson for the day
• Can add-on a variety of other activities
Other Uses:
• Choral read directions
• Choral read for emphasis
• Any opportunity to have students reading words
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Choral Reading Resources
• http://www.edutopia.org/blog/alternatives-to-round-robin-readingtodd-finley
• http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1020&co
ntext=reading_horizons
• https://crmsliteracy.wikispaces.com/file/view/That+Sounded+GoodWhole+Class+Chorale+Reading.pdf
• http://achievethecore.org/page/981/fluency-resources
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LISTEN to Students Read:
• Repeated Reading
• Guided Reading
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What do these have to do with improving fluency?
Repeated
Reading
Mystery
Social
Studies
Complex
Text
2010
Christopher
Columbus
George Lucas
Low Income
11th Grade
Struggling
Readers
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Comprehension & Fluency Attainment
(%ile)
Before Instruction
100
80
60
40
20
0
25
14
No Complex Text
Instruction
Comprehension Before
16 25
Complex Text
Instruction
Fluency Before
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Comprehension & Fluency Attainment
(%ile)
After Instruction
91
Percentile
100
80
60
40
42
37
14
20
0
No Complex Text
Instruction
Comprehension After
Complex Text
Instruction
Fluency After
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Students Reading ALONE
(Independently)
• PALS: Peer-Assisted Learning Strategies (aka, PairedReading, Buddy Reading)
•
•
•
•
Paired Reading is used in many classes across the country
An assisted-reading strategy (so not completely independently)
Research shows paired reading benefits both readers – Morgan study
https://www.tes.co.uk/article.aspx?storyCode=6339142
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Paired Reading:
One reader is the “Tutor” and
one is the “Tutee”
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Paired Reading:
3 Ways for Reading to Occur:
1. The Tutee reads while the Tutor reads
along silently unless assistance is needed
2. The Tutor reads while the Tutee reads
along silently
3. Tutor and Tutee read in a
“Paired Choral Reading”
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Paired-Reading Implementation
2nd-grade
and older
• Pair a better reader with a weaker one
• Choosing texts: the pair chooses a text of interest to both
• Readability: text should be above the instructional level of the “tutee”
or weaker reader, but not above that of the “tutor” or stronger reader
• Both readers must easily to see the book; read in a quiet area
• Pairs are encouraged to discuss the book to build enthusiasm, and
insure the tutee really understands the content
• The pair agree on a “sign” to signal when they will change from
Reading Alone to Reading Together; and to/recap text
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Paired-Reading Implementation
• Correcting Reading Miscues when Reading Alone:
• Very simple – the tutor gives the tutee an opportunity to say the word
correctly (4 seconds or so)
• Then the tutor says the word correctly
• The tutee repeats it
• The two carry on with the reading
• Praise from the tutor is good for words the
• tutee figures out
• And/or says correctly after the correct pronunciation is provided
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Paired-Reading Implementation
Reading Together – a “Paired Choral Reading”
•
•
•
•
With difficult text the pair can read together
When the tutee is ready to read alone, the “signal” is given to the tutor
When reading becomes difficult again the tutor may go back to reading together
The pair can swap between Reading Alone and Reading Together many times
during a Paired Reading session
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Paired Reading Resources
• http://www.readingrockets.org/strategies/paired_reading
• http://www.interventioncentral.org/academic-interventions/readingfluency/paired-reading
• http://www.readwritethink.org/professional-development/strategyguides/using-paired-reading-increase-30952.html
• https://www.tes.co.uk/article.aspx?storyCode=6339142
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Reading Fluency Assessment
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“But he was a good reader in 2nd grade……”
Because test increases in complexity across grades and genre, being
fluent in one grade does not guarantee fluency in succeeding grades
th
5
th
9
nd
2
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Because fluency is the undercarriage of
comprehension, we must know students are
progressing.
“We weigh our sheep to be sure they are
gaining weight.”
The question of import: “Is what we are doing
resulting in adequate fluency growth?
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When to Assess Fluency?
1st
Fall
2nd
3rd
4th – 5th
Middle
9th
Screening
Screening
Screening
Below
Proficient
Screening
Below
Proficient
Screening
Below
Proficient
Winter
Spring
Note: Screening is done to determine if student possesses grade-appropriate fluency. If not, Tier 2
instruction may be appropriate.
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Indicators of Fluent Reading:
Pace
Accuracy
Prosody
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Pacing + Accuracy = Accumaticity
(Words read correctly over time)
Accumaticity
Pace
Accuracy
Fluency became auctioneering –
reading real fast (M. Liben)
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Assessing Accumaticity
Accumaticity (words read correctly over time)
• Student reads a passage aloud for 2 minutes
• Teacher monitors total words read and miscues
Total of words read minus miscues
Number of seconds to read passage
X
60
Accumaticity calculation:
95 words read with 7 miscues in 120 seconds:
95-7 = 88/120 = .73(60) = 44 words per minute
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What does the Accumaticity metric reflect?
• Provides a good indication of the reader’s ability to process text
• Compare the accumaticity score to norms
• Hasbrouck & Tindal (2006) norms for 1st – 8th grade
• Unknown as to what types of passages were used
• NOT based on CCSS grade-leveled text
• Students assessed with CCSS grade-leveled text will likely underperform when compared to H&T norms
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Multi-Dimensional Fluency Scale
Zutell & Rasinski (1991)
Expression
Phrasing
Smoothness
Pace
1
2
3
The reading does not sound natural
like talking to a friend. Very
monotone, flat, without expression.
Appropriate stress and intonation is
absent.
Some expression is evident in
parts of the reading, but the
reader generally does not
sound like they are talking to
a friend.
Generally reads with natural
expression with only
occasional slips into
expressionless reading.
The reader consistently
sounds like they are talking
to a friend with expression
matching the interpretation
of the passage.
Reads word-by-word. No evidence
that words are “chunked” into
meaningful phrases. No adherence
to punctuation.
Shows some evidence of
reading in two or three word
phrases; may have occasional
adherence to punctuation.
Generally uses good phrasing
and adherence to punctuation
with only occasional lapses
into run-ons, mid-sentence
pauses for breath, or
choppiness.
Reads with very good
phrasing and adheres well
to punctuation. Words are
appropriately chunked to
encourage meaning.
Reader makes frequent, extended
pauses while reading; often sounds
out words, repeats words or phrases,
and makes multiple attempts to read
the same word or sentence. Rhythm
in the reading is totally absent.
Reads with extended pauses
or hesitations. The reader has
many “rough spots.” May
self-correct extensively; little
to some evidence of rhythm
in the reading.
Generally reads with only
occasional breaks in rhythm.
Reader may have difficulty
with some specific words
and/or sentence structures.
May self-correct occasionally.
Reader proceeds through
the text with a rhythm that
is pleasant to listen to;
rarely needs to self-correct
specific words or phrases.
The reader proceeds through the
text in a very slow and labored
manner that is not consistent with
conversational speech.
The rate of reading may be
deliberate but quite slow, or
much too fast; in either case
pacing is not consistent with
conversational speech
Pace generally reflects
conversational speech; May
have some spots that are
either too fast or slow.
The reader maintains a
conversational pace
throughout the reading; very
pleasant to listen to.
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Assessing Prosody or Expressive Reading
•
•
•
•
Use the Multi-Dimensional Fluency Scale (Zutell & Rasinski, 1991)
Student reads a passage aloud for 1 minute
Can record the student while reading using a laptop
Analyze the reading for:
•
•
•
•
Expression and volume
Phrasing
Smoothness
Pacing
• Student is scored from 1 to 4 on each indicator for a range between 4 and 16
• A score of 12 indicates fluent reading (10-11 is developing, < 9 is struggling)
• If DIBELS (DRA) assesses prosody use it; if not use MDFS
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Fluency Assessment Recommendations:
• DIBELS: if a district/school is using DIBELS, continue
• DRA: if a district/school is using the DRA, continue
• Running records: if a district/school are collecting running records,
continue.
• If No Fluency Assessment is in Place:
• Conduct a 2-minute accumaticity assessment using CCSS grade-leveled text
• Use the MDFS to assess reading prosody using CCSS grade-leveled text
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Resources for Assessment:
• https://www.texthelp.com/media/40644/multidimensional%20fluenc
y%20scale.pdf
• http://www.decd.sa.gov.au/northernadelaide/files/links/assessing20
11.pdf
• http://www.readsmoothamerica.org/
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General Resources:
• http://achievethecore.org/about-us#purpose
• http://www.edutopia.org/blog/alternatives-to-round-robin-readingtodd-finley
• http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1020&co
ntext=reading_horizons
• http://achievethecore.org/page/981/fluency-resources
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