Reflections

Reflections

Reflection: Heather Fountain

In collaborating on this group project, I learned a great deal about best practices in fluency instruction. As a first grade teacher, I am great deal of my day is spent modeling and encouraging, not only reading, but fluent reading. The chapters of our textbook dedicated to fluency gave a great deal of information of how to foster reading fluency in our classrooms. I have always had a strong interest in reading fluency and how to best guide my students to becoming fluent readers. The International Reading Association (2002) defined reading fluency as “reading with speed, accuracy, and proper expression without conscious attention” (p. 83). I was pleased to find, through reading the articles in this chapter, that many practices that I already use in my classroom are considered effective for teaching reading fluency. Fluency instruction benefits all students, not just the struggling readers. According to the International Reading Association (2002), “fluency instruction was equally effective for good and poor readers” (p. 83). I think that it is important to know that fluency instruction can provide a vehicle for growth for high-achieving students and struggling students. Fluency is a vital component of a well-rounded literacy curriculum. A common theme that I found in the literature was that modeling of fluent reading and fluent reading along with the child you are working with, whether done by the teacher, a peer, or recorded materials, helps them develop their own reading fluency. According to Rasinski (2000), disfluent reading “is linked with poor comprehension” (p. 145). Thus, without fluency, students have more difficulty comprehending what has been read. I have always used some readers theater, but after reading for this project, I have learned that I need to use it much more. I was aware of its benefits for students and engagement for students, but I did not know how powerful a tool readers theater can be in developing the reading fluency of my students. The strategies and tools for developing reading fluency in our students is available at our fingertips, but knowing how to best use these tools will help me become a better teacher and my students stronger, fluent readers.

Rasinski, T. V. (2000). Speed does matter in reading. //Reading Teacher//, 54(2), 146. Retrieved from EBSCO//host//.

//Evidence-Based Reading Instruction: Putting the National Reading Panel Report into Practice: Articles from the International Reading Association.// (2002). Newark, Delaware: International Reading Association

Reflection: Niya Pace

Our group presentation was on the topic of fluency. I’ve been a teacher for 2 years now and am still learning more and more as I go. This group project has taught me new strategies for helping my students become fluent readers. It also has refreshed some of the things I already do. I teach first grade and one of my biggest responsibilities is to show student academic progress from the beginning of the school year to the end of the school year. Fluency is in our standards. It’s in my blackboard configuration each day. Standard ELA1R4 b in the Georgia Performance Standards says “The student shows the ability to read orally with speed, accuracy, and expression”. Kindergarten and first grade are the most important years of learning what fluent readers are suppose to sound like. The first strategy I came across while collaborating was my part which was Readers Theatre. It was amazing to read what it was all about. I personally never heard of this technique before this. It was very interactive, hands on, and dramatic. This is something I knew my students would enjoy. I’ve been looking more into it to add it to my class routine. Another strategy that I came across in my collaboration was repeated readings. I have always used these techniques but I grew more confident with them knowing that they were research based. I also added a send home passage each week for homework as a re-read. I learned what fluency really pertained of. It “depends upon appropriate rate, accuracy, phrasing, and expression” (Martinez, Roser, & Strecker, 1998/1999, as cited in Evidence-Based, 2002, p. 98). Fluency also helps with comprehension. Rasinski says, “disfluent reading is associated with poor comprehension” (2000, as cited in Evidence-Based, 2002, p. 92). Throughout this assignment I was involved in studying the research based facts about fluency. The questions that came to mind during this project were; “what am I doing now that is not research based?”, “What can I bring back to my class from what I’ve learned?”, and “How can I incorporate these research based strategies in a successful fashion?”. I really enjoyed this presentation. My group collaboration was a good experience and I learned a lot on the topic of fluency. Martinez, M., Roser, N., Strecker, S. (1998/1999). “I never thought I could be a star”: A Readers Theatre ticket to fluency.” In Evidence-Based Reading Instruction: Putting the National Reading Panel Report into Practice. (2002). Newark, DE: International Reading Association. Rasinski, T. (2000). “Speed does matter in reading.” In Evidence-Based Reading Instruction: Putting the National Reading Panel Report into Practice. (2002). Newark, DE: International Reading Association.

Reflection: Luvenia Ramsey

When a first grader walked into my classroom reading 96 words per minute flawlessly and unable to answer comprehension questions, it completely changed how I taught reading. In the group’s collaboration, we understand the challenges of fluency. Chapter three on reading fluency was important to me because I am always in search of effective teaching strategies to maximize my students’ learning opportunities especially in reading. As Dr. Rasinski indicated, fluency and comprehension have to work together for reading and speed cannot be the primary focus. I am a firm believer that reading fluency and reading comprehension work hand-in-hand to improve students’ ability to read in order for them to become proficient readers. Researchers have found that repeated reading, neurological impress, radio reading, and paired reading are effective approaches to improve fluency reading in struggling students. I use Poetry Reading, Readers Theatre, Paired Reading, and Buddy Reading to improve and enhance all students’ ability to read especially students struggling in reading. One teaching strategy that can be used to help struggling readers is Poetry Reading. Poetry Reading is an excellent teaching strategy to improve students’ ability to read through repeated reading. For example, my second grade students look forward to reading and writing poems to share with the class. Another teaching strategy that can be used to assist struggling readers is Readers Theatre. Readers Theatre is an essential teaching strategy that is engaging and fun for students which does not require special costumes or special props to perform. Students are allowed to use creative expressions to read. For instance, in my classroom, I use Readers’ Theatre often because it is creative, engaging, and fun for the students. Another effective teaching strategy that can be used to help struggling readers is Paired Reading. Paired Reading uses echo reading, choral reading, and reading with talking books are ways to provide support the slow readers (2002, page 94). Lastly, Buddy Reading is an effective teaching strategy that can help struggling readers. Buddy Reading creates authentic and engaging gains in students’ ability to read. The most important goal for fluency is not just speed but meaning-filled reading.

Block, Cathy Collins (2003). Literacy difficulties: Diagnosis and instruction for reading specialists and classroom teachers. Boston: Allyn Bacon.

Evidence-based reading instruction: Putting the national reading panel report into practice. (2002). Newark, DE: International Reading Association.

Reflection: Sabrina Starks

Through this process, I learned a lot from my group members about using other sites to put projects together. I never know what a prezi was and how easy it is to use. The Wiki space was a great idea to use with my pre-k class, if I opened up an online site for my parents/students. My section was interesting how back in the early 1900's used in in memorization in the Bible was taught by repeated reading and rehearsing stories to their students. In the chapter the author talks about fluency being important but repeated reading helps with comprehension. If the students are spending less time decoding the more time and attention can be put on comprehension. (2005, Pg. 87) I now understand why in Pre-K they stress on getting children familiar with words and to reread stories so they can comprehend what is being read. It is amazing after we read our rebus rhymes two or three times my students are being to say the rhyme well. When we spend time and slow the process up and point to the words/pictures they can tell you what it says as you point. I now understand they "why" this strategy works. I can better help my son with his work because of the understanding that has been brought to my attention by reading and discussing the chapters in the book. I knew there was a reason he could not caught up but with this knowledge understand what I was feeling when he first started school. Students need self esteem and a teacher willing to help them grow and know the level their children are at to make them blossoms into a beautiful flower!

Evidence-Based Reading Instruction: Putting the National Reading Panel Report into Practice: Articles from the International Reading Association. (2005). Newark: International Reading Association

Reflection: C. Joyce Farrar-Rosemon

The chapter on oral reading fluency was very intriguing. One important thing I learned was that the word “fluency” is often used as a misnomer by many teachers. It is seen as the outcome, rather than a segment of an interactive process that fosters fluency. Although it is described by researchers as a critical aspect of reading performance and instruction, its true definition is often confused, misapplied, and misunderstood by many teachers because of its elusive nature. Nathan and Stanovich (1991) suggest that fluency “may be almost a necessary condition for good comprehension and enjoyable reading experiences” (p. 176). I understand now that oral reading fluency is defined as reading rate, automatic word recognition, and phrasing and that they must interact with each other to bring about oral reading fluency.

I have already started to use suggestions in the chapter to promote fluency and I am excited about how the students are responding to it. My lessons plans now include Repeated Readings, TumbleBooks, Reading Rockets, and other suggestions listed under the Fluid Reading section of Group Three’s presentation. Next week I will introduce Readers Theatre to my Special Ed class of 3rd, 4th, and 5th grade students. I am confident that they will respond well and that it will be a welcome break from syllabication and decoding skills we practice daily. I will however, continue to teach these and other skills, but I know that the interactive nature of Readers Theatre will give them a purpose and make learning fun for them.

Nathan, R.G. & Stanovich, K.E. (1991) The causes and consequences of differences in reading fluency instruction. //Theory Into Practice,// 30, 176-184.