October 21st Blog Post: Fluency

Fluency is a very important aspect in reading and literacy. There is not just one definition of fluency, but many ideas and examples for fluency. The articles this week really broke down what fluency is and how it is tested amongst students in a classroom. Fluency sounds like it can be a very simple concept, 

but in reality there is a lot that goes along with fluency. Through out our articles that we read it seemed that four dimensions were agreed on when it comes to fluency: accuracy, rate, and prosody. In reading Deeney's article it was very clear to me what he was saying and how important it is to assess. However, some of his testing ideas to me seemed kind of intimidating to some children. Like the one minute test, which only really tests accuracy and rate rather than a deeper view of fluency anyways. I think the one minute test may seem scary to some students. I know when I was in school whenever I was timed for anything I always got way to nervous and it kept me from really being able to concentrate and do good work. I, myself, am a slow reader. What do you think is more important rate or comprehension? I try to read for comprehension rather than just get a gist of what I am reading. I feel that is important to assess fluency, because it is important, but students are active learners. I believe it is not only important to assess, but to practice to increase fluency as well. So, the students don't only have to rely on themselves to get to a fluent state but really understand and learn through activities so they'll be ready for their one minute tests and really succeed and move on with their peers. Do you like one minute fluency tests? I do understand rate is a part of fluency, but I also believe helping children understand words and learning to read is more important. I agree with Deeney when he states that the one minute test also doesn't really allow us to understand why the student lacks in reading at a more fast rate. It doesn't help the teacher to know why the student may be dysfluent. To maybe assist to help the one minute assessment less frightening maybe the teacher could repeatedly practice or do it on occasion without the child knowing. When they are reading something they have read before or when they are doing activities. I agree, just as we have studied before, that rereading interesting texts that students enjoys will help with fluency as well as getting parents and caregivers involved. Practice really does make perfect.

Link with this fluency freebie observation form:

http://www.teachersnotebook.com/product/Jbengel/fluency-observation-form

Some other fluency activities for the classroom: 

http://littleliteracylearners.blogspot.com/2012/10/fluency-with-letters-and-sounds_29.html

http://walshteachers.d92.org/mgarlanger/site/Fluency_activities.html