Alideschenes's Blog

Creating Fluent Readers

1. What are the three dimensions of fluency? How can you assess each dimension?

a) Accuracy in word decoding- Readers should be able to sound out the words in a text with minimal errors. To assess this dimension calculate the percentage of words a reader can accurately decode on grade-level material. An accuracy level of 90-95 percent is usually considered adequate.

b) Automatic processing- Readers should expend as little mental effort as possible in the decoding aspect of reading. Automatic processing can usually be determined by looking at a reader’s reading rate. This can be done by having a student read grade level material for 60 seconds and calculate the number of words read correctly.

c) Prosodic reading- Readers must parse the text into syntactically and semantically appropriate units. Prosodic reading can be assessed by giving a child a grade level reading and just listen to the quality of reading using a rubric based on the elements of expression and volume, phrasing , smoothness, and pace.

2. Rasinski refers to fluency as a “bridge” between decoding and comprehension. What does he mean by the “bridge” metaphor?

The metaphor “bridge” means that in order to truly have fluency you must have decoding and comprehension. Decoding and comprehension are linked to fluency, without one you do not have the other.

3.    What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?

Assisted readings and repeated readings with help students with difficulties in reading improve. Students need to hear what fluent reading sounds like and how fluent readers interpret text with their voices.

4.    Multidimensional Fluency Scale (MFS) is used to measure prosodic quality of oral reading. List components of the MFS and describe what each refers to (p. 49).

Multidimensional Fluency Scale

A) Expression and Volume— reads words to simply get them out and tends to read in a quiet voice. — begins to use voice to make text sound like natural language in some areas but not others, still reads in a quiet voice. — reads the text in natural language and occasionally slips into expressionless reading and volume is generally appropriate. —reads with good expression and enthusiasm throughout the text.

B) Phrasing– reads word-by-word. — reads in two-and three-word phrases, and has choppy reading.– reads with a mixture of run-ons. –generally reads with good phrasing, mostly in clause and sentence units.

C) Smoothness–makes frequent extended pauses, hesitations, false starts, sound-outs, repetitions, and/or multiple attempts. –has many “rough spots” where extended pauses are more frequent. —occasionally breaks smooth rhythm because of difficulties with specific words and/or structure. –generally reads smooth with some breaks but resolves words and structure difficulties quickly, usually through self correction.

D) Pace— reads slow— reads moderately slow– reads with uneven mixture of fast and slow pace — appropriate rate throughout reading.