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Reading Fluency InterventionStrategies to Build Automaticity atMultiple LevelsRoxanne Hudson, Ph.D.University of Washingtonrhudson@u.washington.edu(Picture of a husky.)5th National Reading First ConferenceNashvilleJuly 2008R. Hudson 2008
Reading FluencyAccuracyAutomaticityProsodyR. Hudson 2008
Reading FluencyAUTOMATICITY Letter level—quick andeffortless identification ofletter sounds Word level—quick andeffortless word recognitionor decoding Text level—fluid pace inreading connected textR. Hudson 2008
AutomaticityLetter level Slow access to lettersounds impairs decodingaccuracy and fluency(Hudson et al. 2006). Not sufficient for studentsto be accurate in lettersound knowledge.R. Hudson 2008
AutomaticityWord level Slow decoding impairsunderstanding Cognitive load is reducedas automaticity isincreased Cognitive resources canbe devoted tocomprehensionR. Hudson 2008
AutomaticityText level Refers to the fluidity oftext reading, including therate of reading Typically measured incorrect words per minute(CWPM) Allows attention to focuson the connectedness oftextR. Hudson 2008
Improving Reading FluencyThe Bottom LineAs with any skill that requires anindividual to coordinate a series ofsmaller actions to create a unifiedprocess, it is practice that allowsthe learner to develop expertise.(Kuhn & Stahl, 2002)R. Hudson 2008
Improving Reading FluencyWe will focus on practice thatimproves automaticity at the letter,word, and text level in order toreduce the readers’ cognitive loadand increase his or her readingcomprehension.R. Hudson 2008
What the research says A meta-analysis of repeated readings research by Theirran(2004) found that these elements are critical forsuccess: Much more powerful if students read passages to an adult(ES 1.37) rather than a peer (ES .36) Instructors should provide direct corrective feedback afterevery session Much more powerful if students read until they reach arate and accuracy criterion (ES 1.78) rather than a setnumber of times (ES .38) (Picture of a scientist.)R. Hudson 2008
Timed Repeated Readings Can be used to increase automaticity with Letter sounds Sight Words Decodable Words Connected Text Should only be used with students who areessentially accurate, but slow. Should not be used with students who are notaccurate or who are already fluent. Are not appropriatefor useR. Hudson2008 with all students
Timed Repeated Readings Assess struggling students to see what the areasof difficulty are Letter sounds appropriate for grade level,including digraphs Word families Sight words Connected text If a student is accurate but slow, then timedrepeated reading is a good choice for him or herR. Hudson 2008
Timed Repeated Readings If using timed repeated reading with levels lowerthan connected text, ensure there is a connectionbetween the levels of practice. Practice in letter sounds Words with those letter sounds Sight words at a similar reading level (ifdesired) Connected text with those decodable and sightwordsR. Hudson 2008
Timed Repeated Readings: Schedule Best if done individuallyCan be done with groups up to 3At least 3 times a week5 to 10 minutes per studentR. Hudson 2008
Timed Repeated Readings: Goals Isolated Letter Sounds 60 cspm Isolated Words or Connected Text Grade 1Grade 2Grade 3Grade 4Grade 5Grade 6 40-55 cwpm90-100 cwpm110-115 cwpm120-125 cwpm130-140 cwpm150 cwpmR. Hudson 2008
Timed Repeated Readings: Materials Materials can be purchased or teacherscan make their own It is important that the materials follow a sensible progression thatsystematically addresses the areas that needto be worked on, increase in difficulty in small steps, are organized so that teachers and studentscan easily use them, and are at the appropriate level to meet thestudent’s needs.R. Hudson 2008
Timed Repeated Readings: Materials Letter sounds timing sheets go from simpleto more difficult in sequence that matchesreading intervention materials. Words timing sheets consist of increasinglydifficult sight words or decodable wordsthat use letter sounds.R. Hudson 2008
Timed Repeated Readings: Materials Connected text can come from anywhere:decodable books, leveled books, corereading program stories, etc. As long as it is at the student’s instructional(90-95% accuracy) or independent (95% accuracy) reading level, any text can be used.R. Hudson 2008
Timed Repeated Readings: MaterialsMaterials Organization(Picture of a crate and two binders.)R. Hudson 2008
(Pictures of a sake next to the letters s, r, m, f, and a in different orders. )R. Hudson 2008
(Pictures of a pig next to a chart with the letters p, c, t, l, I, a, and s in different orders.)R. Hudson 2008
(Picture of a ram next to two charts for words with am, at, or as in them. )R. Hudson 2008
(Picture of the US next to two charts with words is as, im, ap, am, and it in them. )R. Hudson 2008
(Picture of a bunch of letters.)R. Hudson 2008
(Picture of a bunch of two word phrases.)R. Hudson 2008
These materials are availablefrom the state of Florida Online: Go tohttp://www.fldoe.org/workforce/pdf/products catalog.pdfBy Phone: Call 1-800-342-9271R. Hudson 2008
Great site to get your own readingpages of connected text made: The website (www.interventioncentral.com) isvery helpful in the areas of CBM, RTI, positivebehavioral support, reading, writing, and math The name of the tool is OKAPI! The InternetApplication for Creating Curriculum-BasedAssessment Reading Probes kapi/okapi.phpR. Hudson 2008
Okapi Tool:(Picture of a screenshot of the Okapi website.)From kapi/okapi.phpR. Hudson 2008
Okapi Tool:(Picture of a screenshot with a text box and other differentsections in addition options and magic character guide.)From kapi/okapi.phpR. Hudson 2008
Okapi Tool:(Screenshot of a webpage on the sections magic character guide, andreadability resources.)From kapi/okapi.phpR. Hudson 2008
(Picture of a document with simple sentences.)Child versionof the timingR. Hudson 2008
(Picture of a document with simple sentences.)Teacherversion of thetimingR. Hudson 2008
For example a first grader Accurate but slow in all of the single lettersounds Inaccurate on digraphs Accurate but slow on decoding CvC wordswith letter sounds Accurate but slow in text with CvC andsimple Dolch wordsR. Hudson 2008
For example a first graderRecommendations: Letter pages that systematically practicesingle letter sounds. Word pages that systematically practiceCvC words with those sounds Connected text with those words andsimple Dolch WordsR. Hudson 2008
Letter Sounds ExampleOne page of each:1.2.3.4.5.6.9. or, ing, ar, ir10. wh, ur, er, ow (longo)11. oa, ee, ea, ai12. ay, igh, oo, oi13. kn, wr, ew14. ph, ui, ou15. Review16. Mastery Test: AllSoundsR. Hudson 2008m, s, r, f, short ap, c, t, l, short Ig, d, k, n, short ok, b, j, z, short uv, y, w, x, short eMastery Test: Singleletters7. qu, th, ch, sh, ck8. qu, th, ch, sh, ck
(Picture of a snake next to a chart showing the letters f, m, a, r, and s in different orders on the chart. )R. Hudson 2008
(Picture of a monkey with a banana next to a chart using the alphabet in a different order.)R. Hudson 2008
(Picture of a star next to a chart using different word endings.)R. Hudson 2008
Blendable SoundsA reminder Whenever teaching or practicingindividual letter sounds, be sure to model,teach, and have the students produceblendable sounds.(Picture of the word uh crossed out.)uhR. Hudson 2008
For example a second grader Fluent in single letter soundsAccurate but slow on digraphsFluent on reading CvC wordsAccurate but slow on decoding words withblends and digraphs. Fluent in simple text primarily made up ofCvC words. Accurate but slow in text with digraphs andblends.R. Hudson 2008
For example a second graderRecommendations: Systematic practice in digraph sounds. Systematic practice in words with thosesounds and with blends Connected text with those words andcommon Dolch WordsR. Hudson 2008
For example a third grader Fluent in single and digraph letter sounds Fluent on reading CvC words Accurate but slow on decoding words withblends and digraphs. Fluent in first grade text Accurate but slow in second grade text.R. Hudson 2008
For example a third graderRecommendations: Systematic practice of words with blendsand digraphs, moving to multisyllabic words Connected text at the second grade levelwith the same patterns as the words thatgets increasingly difficult.R. Hudson 2008
Timed Repeated Readings:Letter, Word, and Text Level1.2.3.4.5.6.7.8.9.Preview material to be readReview Graph and Set Goal for SessionStudent Reads for 1 minuteInstructor Listens and RecordsInstructor Provides Constructive FeedbackCalculate ScoreGraph DataDetermine if Goal is metCelebrate or SupportR. Hudson 2008
Timed Repeated Readings:1. Preview Material The student practices the timing probe. The instructor models the correct responses (i.e.,correct pronunciation of isolated sounds or ofdifficult words) for any unknown items beforebeginning the timing.R. Hudson 2008
Timed Repeated Readings:2. Review Graph and Set Goal for Session Make sure to use the graph during every sessionwith the student to provide critical informationabout progress and motivation. The student and instructor look at the graph ofthe previous session to review progress made todate and set a progress goal for today’s session. Ask the student to state what he or she will workto accomplish (e.g., I will read 5 more words. Iwill make fewer mistakes).R. Hudson 2008
(Picture of a broken up line graph.)ReviewGraph andSet Goal forSessionR. Hudson 2008
Timed Repeated Readings:3. Student Reads and4. Instructor Records After instructor modeling, the student is asked toread as many sounds or words as possible inone minute from his or her copy of the readingmaterials. The instructor times the student for 1 minute. While listening, the instructor circles all errors onthe instructor's copy of the page with a dry erasemarker or wipe-off pen. In addition, the instructor offers the correctpronunciations duringthetimedreading.R. Hudson 2008
Timed Repeated Readings:5. Constructive Feedback The instructor and student review the student'sperformance on the task First, the instructor provide positive feedback. Next, the instructor provides correctpronunciations for errors and student practicesthe correct pronunciation of sounds and words.R. Hudson 2008
Timed Repeated Readings:6. Calculate Score To determine the number of words the studentread, look at the number of words at the end ofthe last complete line he read and then count onto the last word read. Then count the number of errors. Subtract the errors from the total words read.This yields the fluency score that will be graphed,the number of correct words read per minute.R. Hudson 2008
Timed Repeated Readings:7. Graph Data Explain to the student that he or she will read asmany times as it takes to reach that goal withouttoo many mistakes. When the goal is reached, you will celebrate withthe student and give him or her a new timingpage.R. Hudson 2008
(Picture of a line graph with a broken line. )R. Hudson 2008
Timed Repeated Readings:7. Graph Data You will use the graphs with the student toprovide critical information about progress andmotivation. Record the student’s score in the correct weekand day, with the number of correct words perminute/errors. On the graph, find the correct week and day andput a dot on the right horizontal line for the datapoint.R. Hudson 2008
Timed Repeated Readings:8. Determine if Goal is Met If a student reads at or above the number ofcorrect words (sounds) per minute marked as hisgoal with fewer than the number of errors, thenshe has “made his goal”. This determination is made based solely on thedata. A student may make his goal in onesession or seven. Either way, the student moveson to a new passage.R. Hudson 2008
8. Determine ifGoal is Met(two line graphs.)R. Hudson 2008
Timed Repeated Readings:9. CelebrateIf the student met the goal, Celebrate!! In addition to using the graph, put into place amotivation plan Lunch with teacher Banana Split(Picture of a recipe for a banana split and apicture of the banana split.)R. Hudson 2008
Timed Repeated Readings:9. CelebrateIf the student met the goal, Celebrate!! In addition to using the graph, put into place amotivation plan Lunch with teacher Banana Split Pizza(Picture of a paper pizza. )R. Hudson 2008
Timed Repeated Readings:9. CelebrateIf the student met the goal, Celebrate!! In addition to using the graph, put into place amotivation plan Lunch with teacher Banana Split Pizza Reach for the Stars(picture of a star with little stars around it.)R. Hudson 2008
Timed Repeated Readings:9. CelebrateIf the student met the goal, Celebrate!! In addition to using the graph, put into place amotivation plan Lunch with teacher Banana Split Pizza Reach for the Stars Add shapes to a bulletin board for each goalreachedR. Hudson 2008
Timed Repeated Readings:8. Determine if Goal is Met If a student read below the number of correctwords (sounds) per minute marked as his goal orhad more than the number of allowed errors,then he has not “made his goal”. The student will read that page again during thenext instructional session and continue with thatpage until she reaches the goal.R. Hudson 2008
Timed Repeated Readings:9. Support If the student has not met the goal, providesupport. Many students who struggle in school attributefailure to lack of ability or the task being too hard.As you provide support to the student, be sure toattribute reaching his goal to hard work and hisfailure to reach the goal as a result of not workinghard enough. You may want to discuss strategies to use,additional practice, or other ways to help himselfreach the goal.R. Hudson 2008
“The goal of helping children learn torecognize words quickly and easily is toensure that word recognition will feed ratherthan compete with comprehension.The goal of explicitly and systematicallyteaching children to understand and usephonics is to bring them to that point faster.”(Adams, 2001, p. 78)R. Hudson 2008
Questions?rhudson@u.washington.eduA list of resources and materials are found onhandout 6 of your packetR. Hudson 2008
Timed Repeated Readings If using timed repeated reading with levels lower than connected text, ensure there is a connection between the levels of practice. Practice in letter sounds Words with those letter sounds Sight words at a similar reading level (if des
