Rasinski (2004). Creating Fluent Readers.
1. What are the three dimensions of fluency? How can you assess each dimension?
(1) Accuracy in word decoding: calculate the percentage of words a reader can accurately decode on grade-level material. An accuracy level of 90-95% is usually considered adequate, for example a 3rd grader who is processing normally in decoding accuracy should be able to read a 100-word text written at a 3rd grade level with no more than 10 uncorrected decoding errors. More than 10 uncorrected errors per 100 words indicate that decoding is a concern and more instruction is needed. (2) Automatic processing: can be assessed by looking at the student’s reading rate. Reading rates increase as students mature, so the target reading rate increases as students move through school. The students reading rate can be determined by having the student orally read a grade-level passage for 60 seconds and then calculate the number of words read correctly. Readers who fall 20-30% below the target rate will normally require additional instruction. (3) Prosodic reading: can be assessed by listening to the student read a grade-level passage and then judge the quality of the reading using a rubric that scores a student on the elements of expression and volume, phrasing, smoothness, and pace. Students who score poorly may be considered at risk in this dimension of reading fluency.
2. Rasinski refers to fluency as a “bridge” between decoding and comprehension. What does he mean by the “bridge” metaphor?
This simply means the student needs to be able to process text so he or she can focus and have better understanding of the deeper underlying meaning of the text. If the student is not able to process the text and make deeper connections, he or she will not be a fluent reader.
3. What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?
Assisted readings and repeated readings. Students need to hear what fluent reading sounds like and how fluent readers interpret text with their voices. Read a passage aloud to the students, and then ask them to follow along with you, first silently then aloud as a group. Sometimes as a student to orally read a passage with a partner who is at the same reading level and at other times have students who are more fluent readers to read with students who are having difficulty with reading. Students can also read silently as they listen to fluent rendering of a passage on tape.
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).
The following is based on a rubric with scoring 1-4, 1 being the lowest quality and 4 being the highest quality.
(1)Expression and Volume: 1.) Reads as if simply to get them out. Little sense of trying to make text sound like natural language. Tend to read in a quiet voice. 2.) Begins to use voice to make text sound like natural language in some areas of the text but not in others. Focus remains largely on pronouncing the words. Still reads in a quiet voice. 3.) Makes sound like natural language throughout the better part of the passage. Occasionally slips into expressionless reading. Voice volume is generally appropriate throughout the text. 4.) Reads with good expression and enthusiasm throughout the text. Varies expression and volume to match his or her interpretation of the passage.
(2)Phrasing: 1.) Reads in monotone with little sense of phrase boundaries; frequently reads word by word. 2.) Frequently reads in two and three word phrases, giving the impression of choppy reading; improper stress and intonation fail to mark ends of sentences and clauses. 3.) Reads with a mixture of run-ons, mid-sentence pauses for breath, and some choppiness; reasonable stress and intonation. 4.) Generally reads with good phrasing, mostly in clause and sentence units, with adequate attention to expression.
(3)Smoothness: 1.) Makes frequent extended pauses, hesitations, false starts, sound outs, repetitions, and/or multiple attempts. 2.) Experiences several “rough spots”, hesitations are more frequent and disruptive. 3.) Occasionally breaks smooth rhythm because of difficulties with specific words and/or structures. 4.) Generally reads smoothly with some breaks, but resolves word and structure difficulties quickly.
(4)Pace: 1.) Reads slowly and laboriously. 2.) Reads moderately slowly. 3.) Reads with an uneven mixture of fast and slow pace. 4.) Consistently reads at conversational pace, appropriate rate throughout reading.
Scores range from 4-16. Scores below 8 indicate that fluency may be a concern. Scores of 8 or above indicate that the student is making good progress in fluency.
I have had a chance to do assissted readings in the class I am observing in. Have you?