ELM 305 Fluency strategies PDF

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Fluency Strategies

Department of Education, Grand Canyon University ELM 305: Foundational Literacy Skills and Phonics Dr. Allison Casias January 24, 2021

Fluency Strategies

2 Case Scenario 1: Mary Mary and many of her classmates struggle with decoding multi-syllable words. Mr. Bounds, the teacher, has a specified academic goal for Mary and the class. The goal of giving multi-syllable words, the students will be able to decode them accurately and with ease, this will be met with strategies implemented by Mr. Bounds to help students achieve mastery. One of the successful strategies that I would implement is to have students clap or tap out each syllable in a word. Starting with compound words, such as, bedroom or cowboy, and then advance to multi-syllable words that consist of two or more syllables, such as, tennis, napkin, and banana. I would begin each demonstration by modeling a word and clapping it out. To start out, I would not emphasize having the students count how many times they clapped, as this is difficult for them to remember, instead I would just have them focus on clapping the syllables out as they say the words. As the students advance in their recognition of separate syllables, we can then begin to count out how many syllables each word has. In order for students to have adequate exposure, I would practice these skills 15 minutes each day for at least two weeks. As students catch on, I would increase the difficulty of each session until I assessed that they have achieved the goal. I believe that this approach provides systemic, intentional instruction for increasing decoding skills for multisyllabic words. Mastering the decoding of multi-syllable words will help the students decode larger words, that in turn, will build their reading fluency and comprehension (Archer, Gleason, & Vachon, 2003). When these exercises are practiced every day in 15-minute sessions, it allows students sufficient practice time to achieve the academic goal and it will prepare them for the end of the year reading assessment, as well as giving them the skills for their future academic successes.

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Case Scenario 2: Emma Mr. Haywood has given Emma the goal of reading passages fluently at the third-grade level. In addition to fluency difficulties, Emma is lacking in self-confidence. To better serve Emma, I would address this deficit as well as her low fluency level. To help boost Emma’s confidence, I would create a safe learning environment that builds her self-esteem. I would accomplish this by teaching her to self-praise and to believe in herself. In doing so, I would conference with her to go over her past performances and compare them to her current accomplishments to show her the growth she has made. I would also be inclined to set small reachable goals, which will enhance her skills and abilities to increase her self-concept. To address Emma’s improvement levels in fluency, I would use the strategy of timed repeated readings. “Repeated readings, under timed conditions, of familiar instructional level text can increase students' reading speed which can improve comprehension” (Timed Repeated Readings: Classroom Strategy, 2019). I would administer the one-minute timed readings 3-5 times twice a week. When Emma completes these repeated readings, I would create a chart to show her progress. The data generated will help support the evidence of her improved reading fluencies. The results will also give Emma the much-needed confidence in herself and help her overcome her fears of reading out loud in class. Additionally, with the improvements in Emma’s fluency and comprehension levels, there will be a successful impact in helping her in all other academic subjects that require a lot of reading. Case Scenario 3: Daniel

4 Daniel’s teacher has given him the goal of reading fluently at the third-grade level. Because Daniel can read sight words and decode multi-syllable words, I would implement several strategies. The first strategy would be to have Daniel read lower leveled books that were easy for him to read. Although this strategy does not meet the goal requirement, I think it is important to note that reading the lower leveled books, in the beginning, will help produce the development of automaticity and speed, as well as improve fluency levels (Archer, et. al., 2003). The second strategy that I would implement is choral reading. This exercise allows the teacher to model fluency with expression and will allow Daniel to mimic the teacher as they read simultaneously. In conjunction with choral reading, I would also have Daniel do echo reading as well. This gives Daniel the opportunity to practice tone and expression to understand the dynamics of fluency. I would suggest that this exercise be administered at least 2-3 times a week for 20 minutes. The last fluency exercise that I would implement is the use of readers theater. This strategy would encourage Daniel to read with proper tone and expression and to practice the important fluency qualities such as pause and inflection. This exercise can be done a couple of times a week, for 20 minutes in addition to the other reading exercises, so that Daniel can reach his academic goal. The suggested fluency strategies are beneficial for Daniel because they expose him to reading fluently with expression. The repeated practice and reading through reader's theater will allow Daniel to read without inhibitions while conveying the meaning of the text, thereby increasing his fluency levels. Administering these exercises every day and exposing Daniel in different ways to become a fluent reader will greatly increase his chances of attaining his set goal. References

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Archer, A. L., Gleason, M. M., & Vachon, V. L. (2003). Decoding and Fluency: Foundation Skills for Struggling Older Readers. Learning Disability Quarterly, 26(2), 89. https://doiorg.lopes.idm.oclc.org/10.2307/1593592 Timed Repeated Readings: Classroom Strategy. Reading Rockets. (2019, December 26). https://www.readingrockets.org/strategies/timed_repeated_readings....