Fluency: How does it help readers?
Fluency is the ability to orally read a text with both appropriate rate (speed, accuracy, automatic word recognition) and prosody (intonation, expression, phrasing, stress, tone). The theory of automaticity developed by LaBerge and Samuels seeks to explain the differences in fluent readers and in struggling readers. LaBerge and Samuels argue when students are laboring on decoding a text they use the majority of their reading time trying to decipher what they are reading which results in their comprehension suffering. If a student is able to fluently read, they are then able to focus on comprehension because they are not consumed with trying to decode the text. The main strategy suggested by LaBerge and Samuels is repeated reading.
Armed with this information I reflected on the reading struggles within my classroom. Many of my lower readers were struggling with fluency. Along with another researcher, we created groups within my classroom and had each group use a different strategy to improve their fluency. We assessed the student's fluency before implementing the strategies using the NAEP rubric shown below.
The four groups created were:
The groups were formed with an equal amount of fluent and disfluent readers. After implementing the strategies for four weeks, we reassessed each student in the groups to see which strategy had had the greatest impact on the reader's fluency. The findings indicated the most effective strategy to increase fluency was repeated readings of self-selected text. This action research confirmed LaBerge and Samuels theory of automaticity and increased reading achievement within my classroom.
During this research we learned how fluency also increases when the students practice and perform their readings (4.RFS.4). For example, the students can record themselves reading poetry or telling jokes. These activities challenge the traditional view of reading and give the students a fresh perspective of oral reading. Below are samples of the strategies and charts used during this action research. Having students reread their texts increases the student's time in text along with increasing the comprehension of the texts being read.
Armed with this information I reflected on the reading struggles within my classroom. Many of my lower readers were struggling with fluency. Along with another researcher, we created groups within my classroom and had each group use a different strategy to improve their fluency. We assessed the student's fluency before implementing the strategies using the NAEP rubric shown below.
The four groups created were:
- A control group - this group was only given the whole group lessons.
- A group who recorded themselves in repeated readings of self selected text.
- A group who participated in 1-minute timed readings of word lists.
- A group who was given reading passages at their independent reading levels and also participated in paired readings.
The groups were formed with an equal amount of fluent and disfluent readers. After implementing the strategies for four weeks, we reassessed each student in the groups to see which strategy had had the greatest impact on the reader's fluency. The findings indicated the most effective strategy to increase fluency was repeated readings of self-selected text. This action research confirmed LaBerge and Samuels theory of automaticity and increased reading achievement within my classroom.
During this research we learned how fluency also increases when the students practice and perform their readings (4.RFS.4). For example, the students can record themselves reading poetry or telling jokes. These activities challenge the traditional view of reading and give the students a fresh perspective of oral reading. Below are samples of the strategies and charts used during this action research. Having students reread their texts increases the student's time in text along with increasing the comprehension of the texts being read.
Resources used during this action research: