What is Reading Fluency? Why is it so Important?

If your child is in elementary school, no doubt you have encountered the term, reading fluency. Teachers often assess reading fluency by having students read a passage for a minute while recording the number of errors and reading rate. Reading fluency gained prominence in 2000, after the National Reading Panel named reading fluency as one of the five pillars of scientific reading instruction along with phonemic awareness, phonics, vocabulary, and comprehension. There are many definitions of reading fluency; however, I prefer Timothy Rasinski’s definition: “The ability to read the words in a text effortlessly and automatically with meaningful expression.” [1] Read on as I unpack this definition and suggest best practices you can do to ensure your child develops this critical reading skill. There are two main components of reading fluency: Automaticity and prosody. 

Automaticity

The ability to read the words in a text effortlessly and automatically defines the term, reading automaticity. The goal is for children to progress from slow, deliberate decoding of words (which is something all growing readers need to do) into effortless, quick word identification. This is important because people do not have enough mental attention to both decode words and understand a text at the same time. Unless children can process words instantly, they will not be able to fully understand what they are reading and the whole purpose of reading will be lost. 

Prosody: Reading with Meaningful Expression

Prosody relates to the melodic aspects of reading. Fluent reading is much like natural speech or music. There are changes in volume, tone, pitch, tempo and phrasing. Dysfluent reading is characterized by monotone, single-word, robot-like reading. Nobody would ever enjoy hearing a song that is sung in a staccato, flat, expressionless manner. It would be meaningless!  Learning to read with expression is critical because, similar to automaticity (and even more powerfully), it impacts reading comprehension. [2] Expressive reading captures the meaning of the text and its subtle nuances. It brings life, complexity, and texture to the text. 

Four Principles of Developing Fluency

To develop reading fluency leading reading researcher, Timothy Rasinski [1], names four core principles of reading fluency instruction: 

1.     Students need to hear excellent models of fluent reading. Reading aloud to your child with expression and enthusiasm or having your child listen to audiobooks every day is essential. Storylineonline.net provides wonderful models of fluent readers.

2.     Students need support. Please do not ask your child to read a new text aloud without some sort of support, e.g., reading the text aloud together or having your child read the text silently as you read aloud before asking him or her to read aloud independently. You can use your child’s school texts or any other sources of print you may have at home. Songs and poems are wonderful options. 

3.     Focus on the phrasing. Show your child how fluent readers scoop up words and read in phrases, rather than reading word-by-word.

4.     Provide your child with plenty of reading practice. Repetition is key. Children need to read a word correctly multiple times (10-25) to recognize it as whole.[3] Repetition can include reading a single passage repeatedly or reading a wide variety of books in which they will see the same words over and over again. I use both at the Latrobe Reading Center.  You can make reading practice purposeful and authentic by giving your child opportunities to read before an audience once they have had adequate practice.

Reading is joyful! By developing reading fluency (automaticity + prosody), children can progress past laborious decoding and experience this joy. Modeling, developing an awareness of phrasing, practice and support are what your child needs to become a joyful, fluent reader.

References:

[1] Rasinski, T. (2011) Best Practices in motivating students to read. In L. M. Morrow & L. B. Gambrell, (Eds). Best practices in literacy instruction (pp. 177-198). New York: Guilford Press.

[2] Benjamin, R., Schwanenflugel, P.J., & Kuhn, M.R. (2009, May). ``The predictive value of prosody: Differences between simple and difficult texts in the oral reading of second graders. Presentation to the College of Education Research Conference, University of Georgia, Athens GA.

[3] Allington, R. L. (2009). What really matters in fluency: research-based practices across the curriculum. Boston: Allyn & Bacon/Pearson.

Reading Motivation ~ Dedication

Intrinsic v. Extrinsic Motivation

In previous posts in our motivation series, we have learned that confidence and interest are two essential and powerful ways to motivate children to read. Confidence and interest intrinsically motivate children to read. Intrinsic motivation is generated within the child. It means that one does something for its “own sake.” Children who are intrinsically motivated to read do so because of the enjoyment they experience or the knowledge they gain from reading itself.  Extrinsic motivation comes from outside sources. Someone gives something to the child. Children who are extrinsically motivated are reading to either earn rewards or avoid punishments. Extrinsic motivators often spur activity and engagement in the short-term, but its effects are not long lasting. An unpleasant side effect of a steady diet of extrinsic rewards for reading can cause children to become more interested in the reward itself rather than in the act of reading. Once the reward has been withdrawn, e.g., the test is over or the thrill of receiving a sticker or small toy has worn off, the students’ motivation plummets. 

Dedication

Although confidence and interest are two critical keys in motivating children to read, there are many times where children must read texts in which they have no interest or that are difficult, frustrating reads. How do we motivate children to read in these situations? Reading researcher, John T. Guthrie [1] explains that in order for students to persevere through uninteresting, difficult texts, children must be dedicated. In other words, they willingly choose to “devote time, energy, and persistence to their reading.” Dedication is a choice. Students have to actively choose to be dedicated. Dedicated readers realize that their successes are related to their efforts.      

Emphasizing the Importance of Reading

Children choose to be dedicated readers when they value the knowledge gained from reading and believe that reading will help them in the future. Providing children with concrete experiences, e.g.., nature walks, trips to the beach, zoo or aquarium, cooking, gardening, stargazing, taking care of a pet etc., that invoke questions and that are coupled with texts that answer their questions is a great way to help students value the information they learn from reading. Reading and discussing texts that contain poignant or relevant topics is another way for children to value the insights or knowledge they have gained from reading. Children need to be able to see that the text was the source of their new learning. Teaching with well-organized thematic units that begin with a big idea, are followed by subordinate concepts to explain the big idea and the texts that contain the concepts also help children value the importance of reading.   

Confidence, interest/choice, and dedication are all intrinsic motivators. They work together to help to create life-long motivated, strategic and competent readers, writers and learners. 

 Reference:

[1] Guthrie, J.T. (2011) Best Practices in motivating students to read. In L. M. Morrow & L. B. Gambrell, (Eds). Best practices in literacy instruction (pp. 177-198). New York: Guilford Press.

Reading Motivation ~ Confidence

Confidence is key in motivating children to read. Successful readers believe in their abilities and have high expectations for success [1]. They are not afraid to read more complex texts because they know they can devise a strategic plan to help them to read and understand even the most difficult texts. They possess a strong, “Can do!” attitude. 

Many children who dislike reading doubt their abilities. After many negative experiences with reading, they begin to overestimate their limitations, expect to do poorly and ultimately… stop trying. They have entered a downward spiral of doubt and failure [1]. This is unfortunate, but understandable. Nobody likes to do something that is frustrating and laborious from which they derive no meaning or satisfaction. This cycle can be very difficult to break, and students dislike of reading can become deeply entrenched.  

Increasing students’ confidence is a top priority. Leading reading researcher, John T. Guthrie [1] recommends several ways in which teachers and parents can foster students’ sense of self-efficacy and increase their motivation to read:

1. Ensure that the texts children are expected to read are matched to their reading levels. Texts that are too difficult for children to read without adequate support will result in frustration and undermine motivation. Texts that are too easy are not engaging, as they do not present enough of a challenge.

2. Give frequent feedback to children about their reading. They need to know the goals of the reading tasks, where they are in relation to their goals, and the steps to get there. 

3. Provide children with many opportunities to read. Magazines, newspapers, comics, manuals, sports brochures, poems, and recipes are engaging book alternatives.

4. Encourage children to set their own goals.

5. Present opportunities for children to share their competency with their peers or family members.

6. Embed skill instruction in authentic reading experiences.

7. Reward effort. 

Believing in oneself is the most impactful motivational factor correlated to boosting student achievement [1]. Confidence and success go hand-in-hand. My recommendation is to address reading struggles as soon as possible so that children do not enter the dreaded cycle of doubt and failure. Reading aloud to your children fosters a love and an appreciation of all that texts have to offer. Let’s work together to do all we can to motivate children to read so that they can participate in the wonderful world of literacy and experience all its benefits. 

Reference:
[1] Guthrie, J.T. (2011) Best Practices in motivating students to read. In L. M. Morrow & L. B. Gambrell, (Eds). Best practices in literacy instruction (pp. 177-198). New York: Guilford Press.

Reading Motivation ~ Interest: Top 5 Reasons for Student Choice

I would like to share with you an article written by a group of eight high school teachers who, after reading Penny Kittlle’s book, Book Love, decided to allow their students more choice in the books they read and more time to read those books during school hours. The teachers found the experience to be transformational for both the students and themselves. In the article, they list their top five reasons why they love giving their students choice in reading.

Choice Empowers Students

The authors noticed when their students were able to exercise some degree of choice, the students felt empowered and important. Because they were free to use their own judgment, they were more likely to successfully complete reading assignments and develop a life-long love of reading. Leading literacy researcher, Richard Allington agrees. In his influential article, Every Child, Every Day, he has written that every child should be able to read something he or she chooses every day. This assertion is backed by a strong research base that names student choice one of the two most powerful instructional methodologies that improves both reading motivation and comprehension. I think that an additional reason students feel empowered is because allowing students choice levels the power difference between adult/child and teacher/student and sends the message that we respect and trust their judgment.

Valuing Student Choices Values the Student

Similar to my experience, the authors have found that by allowing students choice in reading, they learn quite a lot about about their students. “We learn about their dreams for the future, interests we have in common, and why they act they way they do in class.” Learning about our students is the first step in effectively differentiating instruction. I can’t think of a better and more enjoyable way to connect with students, understand them and engage them in learning.

Choice Leads to Real and Meaningful Conversations

Readers are excited to discuss books that they enjoy reading, and thus, the ensuing discussions are passionate and relevant. The authors note young adults are likely to read literature that addresses issues that they face in their daily lives. I think we could say the same for younger children as well. Reading and discussing relevant, poignant literature selections has the power to reach even the most disengaged and discouraged students. What a great opportunity for young readers to recognize that they are not alone, that other people have had similar life experiences or have faced similar challenges. Readers are made aware of how other people or characters solve problems and manage difficult feelings, and, at the same time, develop empathy and compassion.

Choice Helps Establish and Deepen Relationships

The authors have noted that spirited book discussions help people to interact and communicate with each other. Even the shyest of readers who relate with a literature selection are more likely to speak up and make connections with other readers. Their excitement is contagious, and their book recommendations, rather than book recommendations by adults, are often more readily accepted.

Choice Leads to Independence

The overarching goal of reading instruction is to develop independent, life-long readers. The authors have observed that students in their classes do not “fake read.” They are actually reading in their classes and are independently reading a variety of titles in other classes as well.

According to Richard Allington, when we give children and young adults choice, it is more likely that they will choose books that they can read successfully. Initially, they may need some guidance and limited choices. But, they quickly learn how to choose suitable texts. Additionally, readers who are given some choice in reading material are far more likely to read outside of school. This is essential, especially for struggling readers, since they need to make accelerated gains to catch up to their peers. Reading in school alone does not provide enough reading time for students to make these gains.

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Allington, R. L. & Gabriel, R. L. (2012). Every child, every day. Retrieved from http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/Every-Child,-Every-Day.aspx

Kittle, P. (2019). Book love. Portsmouth, NH: Heinemann.

Skeeters, K., Campbell, B., Dubitsky, A., Faron, E., Gieselmann, K., George, D., et al. (2016, February). The top five reasons we love giving students choice in reading. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/ELQ/0383-feb2016/ELQ0383Top.pdf

Reading Motivation ~ Interest: Choice and Access

Interest: Student Choice and Access to Many Books  

Many children who struggle to read dislike reading. Reading quickly becomes a tiring, pain-staking task because of the mental attention it requires for emerging readers to both sound out (decode) words and understand (comprehend) the text simultaneously. However, once readers can recognize many words “at-a-glance,” decoding becomes automatic, they can begin to enjoy reading and will discover its many pleasures!

Practice, Practice, Practice

Practice is essential for readers to move past deliberate decoding and achieve reading fluency, just as athletes or musicians must practice over and over again to achieve fluency in their respective fields. Unfortunately, striving readers often avoid reading and therefore don’t get enough repeated exposure to words to be able to identify them automatically and eventually break through to reading fluency. These readers become stuck in the negative side of a vicious circle known as the “Matthew Effect,” where “the rich get richer and the poor get poorer.”

Student Choice

One powerful way to avoid entering the downward spiral in achievement mentioned above is to appeal to children’s interests and allow them some choice in what they read. Research has shown that “When children are given opportunities to choose what they read, they read more, read longer, and better understand what they have read.” Keep in mind that there are many types of print e.g., books, magazines, comics, manuals, newspapers, recipes, atlas, letters, etc. Encouraging students to read extensively on a single topic or genre has also shown to be effective in bolstering reading skills.

One of my favorite parts of teaching language arts is observing my students as they browse and select books in the library. It is a wonderful way for me to get to know my students, and I am always amazed at their uniqueness. Allowing children access to many books and giving them the freedom to choose their own reading material, at least some of the time, is critical to increasing their reading volume and fluency.

Access to Many Books and Other Types of Text

Encourage your child to visit the library (school and community) on a regular basis and to reach out to the librarian on staff to lend a helping hand. The librarian can help readers navigate the library and discover new authors and books. Below is a link to the Westmoreland Library Network, where readers in Westmoreland County can learn how to obtain a library card, check out and renew books, download e-books and e-audiobooks, learn about exciting events, join discussion groups, and more. Providing audiobooks and reading to your child are additional ways that readers access literature that is above their reading level. Although it doesn’t replace reading, listening to read alouds is a fantastic way for readers to acquire new vocabulary, improve comprehension and fully participate in our literary heritage.

https://www.wlnonline.org

Reading Motivation ~ Introduction

Encouraging a Love of Reading

“What we teach children to love and desire will always outweigh what we teach them to do.”

— Jim Trelease

Educator and author Jim Trelease believes that teachers and parents should foster in children a life-long love of reading. However, research has shown that this is not happening. As children advance through grade levels, the amount of time they read for pleasure declines drastically. This steep drop in reading volume can also influence how well students do in school, as there is a direct relationship between reading volume and achievement.

Reading offers children endless promises and possibilities. Reading can pique readers’ curiosity and sense of wonderment as they learn new information and ask questions; or, it can be a way for them to use their imagination and escape into an engaging story with characters that become familiar friends and whose circumstances and relationships can evoke powerful emotions. Books can also affirm children’s cultures and personal identities and expand their understanding of other people.

Fortunately, there are many effective ways parents and educators can “motivate” or “move” students to pick up a book and read (even when it is not pleasurable or easy). Today’s blog post is the first in a series of posts that will focus on motivational practices related to readers’ interest, confidence and dedication. All motivational practices should be affirming and supportive allowing readers to feel safe, valued and capable.