1. Fluency allows reading to be read quickly and easily comprehended.
The book gave us a good example(below) about how fluency emphasis and gives purpose and direction to what we read.
ifallsentenceslookedlikethisyouwouldntbeabletotellthemoodofwhateverisbeingsaidandwouldnotinterprutthemeaniningverywellandontopofthatspellcheckwouldnotwork
The statement above is missing some key components right? Like what?
-Capitalization
-Punctuation
-Spaces
Who would of thought that the symbols: ., ,, ?, !, and ' could be so important.
In order to become a good reader you need to develop fluency.
Fluency includes three components: accuracy, speed, and prosody. Fluency is considered a major goal of reading instruction.
In my opinion, since I don't remember much of the learning to read process, I think fluency in reading could be compared to learning a new language. I never enjoyed my language classes because I felt like I didn't know what I was doing and I did not spend enough time practicing to work out the kinks.
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1. Applying different reading rates to different texts.
2. Using punctuation
3. Reading with emotion
4. Adding emphasis on words to enhance their meaning
5. Checking to make sure they read the sentence correctly
How does fluency develop?
- When children PRACTICE reading and writing
- Even if the activities are easy fluency is developed
Discussion Questions:
1. What do you think is a good activity to practice fluency?
2. Do you remember when you became a fluent reader?
I loved your post! To answer your first question, I think the best way for children to practice fluency is repetition and read-alouds. Fluency is not something that just "clicks." Molly's blog post for this week contained some great activities to practice reading fluency! This list includes modeling fluent reading, doing repeated readings, and my personal favorite, Reader's Theater.
ReplyDeleteI don't think there is ever a point I can remember thinking that I read fluently because fluency depends on what you are reading. I can remember moving up and reading harder books, but that meant it took me longer to read and understand them. I think that I became a "fluent reader" probably by middle school because that is when most texts become generally the same level. But I think even today, although I am a good reader, there are still texts (like science journals) that would be difficult for me to read and understand, which would affect my fluency. I think it is important to think about it this way- that even I'm not fluent in everything- because if students can see that even the teacher isn't a "perfect" reader, then they will be more encouraged.
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