WEBVTT

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This is The Reading Instruction Show. Again,

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I am Dr. Andy Johnson. We are looking at the

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five core areas as defined by the National Reading

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Panel. And I'm gonna look, I've done phonemic

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awareness and phonics slash word work. I'm doing

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fluency here. Reading fluency, fluency. It's

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the ability to process text quickly. And it should

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only be done, it should only be used, fluency

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activities, for those students who need it, who

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have trouble with fluency. It's very much like

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practicing scales. You practice your scales so

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you don't read note by note, so you can read

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notes fluently. Very similar approach if you've

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learned an instrument. Couple words we need to

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clarify. Prosity is when oral reading sounds

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like speaking. There are the correct pauses and

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inflection. Now, you don't teach prosity. Prosity

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is an effect. Expression, read with expression.

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The only time you have to read with expression

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is if you're in theater or doing dramatic reading.

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And again, prosody is an effect. It's not something

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we can teach. So for fluency, we use repeated

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reading, various forms of that. And it's anything

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that can get you reading a text until fluency

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is achieved. And we're going to look at two activities,

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words per minute and short passage fluency. This

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should be one small part of reading instruction

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or an intervention. Only for those students who

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need it, three to eight minutes a day. Think

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about it again, using the music context, learning

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an instrument. When you begin, you may do a few

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more scales, but practicing scales is one small

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part of your music practicing time. Now, words

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per minute scores. How many words do you read

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per minute? Those are always very, very rough

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estimates. Always determined by, of course, grade

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level, the reading level of the passage you're

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reading. If you're in first grade reading a third

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grade, or if you're a third grader reading a

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first grade, you know. But it's also impacted

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by the vocabulary used. the background knowledge

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that you have, your interest in what you're reading,

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and familiarity with text structure. So these

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things impact your ability to read fluently.

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These things, by the way, impact comprehension

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and word identification as well. So words per

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minute versus words correct per minute. We are

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only concerned with rate here. So I recommend

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using words per minute versus words correct per

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minute. As I will show you, there are other places

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to assess word identification and comprehension.

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Running records, miscual analysis, story retelling

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chart. There are other places. We are only concerned

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with rate, speed of processing. What if a student

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just puts in any word they want? Well, to insert

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a silly word or a non -word, that again takes

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microseconds more processing time. So even if

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they insert wrong words or silly words, it still

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has to do with rate. So here are the steps. You

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get a graded or leveled text. It could be at

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student's reading level or at the very most independent

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reading level or at the very most their instructional

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level. and I would recommend mixing it up, doing

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some of each. Students read for one minute and

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you see how many words they can read in one minute.

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Or if you have younger students or struggling

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students, they may get overwhelmed with reading

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for a whole minute. words per half minute, that's

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WPH, so you may want to see how many words they

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can read in a half minute. And students document

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their progress somehow using a bar graph, a line

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graph here you see each time, and this develops

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self -efficacy as they can see their times getting

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better. They do it, they repeat the passage three

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times, and they see their times getting better

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each. time. You can do this in whole groups,

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small groups, whole class. Assign partners. One

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partner reads, the other checks and counts. And

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if you're doing it in a whole class, use different

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texts so everyone's not reading the same thing.

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You get a whole bunch of jumbled sounds. That

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way, it becomes kind of hard. And on a common

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signal, you can start. And here, this enables

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you to differentiate because you can give students

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text grade levels according to their ability.

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The non -reading partner follows along, makes

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sure they read every word, and you stop and you

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count the number of words, and they repeat two

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more times. You record and you switch roles.

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And again, self -efficacy. Students see their

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time getting better each try. That's why I like

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the little line graph. Any time a student reads

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a passage aloud, you can also get words per minute.

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Simply convert the time into words per minute.

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You find the total seconds, you divide the seconds

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by 60 for a time in minutes, 1 .8 or 2 .3, and

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divide the words, total number of words, by minutes,

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words per minute, and that's how you get a word.

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So any time if you're doing a miscue analysis

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or a running record, any time a child is reading

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a passage orally and you want to get a rate,

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you can do that. If fluency is an issue, you

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can use it as a benchmark score every two to

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four weeks. I like benchmarks that are pragmatic

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and simple. They don't take a lot of time. Passage

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fluency is a little bit different and I developed

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this because I had some students who would get

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overwhelmed reading for a minute, even a half

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minute. So the steps are you have a passage like

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this that has about 45 words or so, a little

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story, and I've identified the 30 mark and the

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40 word mark. So step one, I read the section

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aloud to students and the student times me. Step

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two, then the student reads to their target either

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30 or 40 words and you decide I would start 30

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and you time them. You repeat three times and

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students record their time on a line graph and

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here they can see their times getting better.

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When students consistently read about 17 seconds

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or so, I would go up either to another word count

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from 30 to 40, or grade level, or 40 to 50, you

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decide. Now, I created these myself. I call them

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really silly stories because it has a lot of

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dialogue, which is natural to students, a lot

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of repetition, and a lot of repetition. Short

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passage fluency, quick and pragmatic. And this

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addresses one of the three deficit areas. Students

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struggling readers struggle, have deficits in

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one, two, or all three of these, word identification,

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fluency, and comprehension. All struggling readers

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are not the same. If they just have a comprehension

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issue, you... you probably wouldn't be doing

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word identification and fluency. That's why I

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said again why don't use words correct per minute

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because word identification or recognition is

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different from fluency. They are different. This,

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I do this, it develops neural pathways, develops

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faster letter sound association, word recognition,

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quick and easy. Sentence replay, I described

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this in an earlier video. Students read three

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to six sentences into an audio recorder. Students

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listen with a buddy to the recording, underlines

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any stumble words. Students review the words,

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reread and record, and they do this until they

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can read the three to six sentences. fluently

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with no miscues. And readers' theater or theater

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or reading dialogue of any kind, it gives them

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an opportunity to practice reading and read the

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same thing a couple of times. And again, you

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want them reading the same script over time.

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All right, this has been part three.