English Language Arts and Reading.5.4

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The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

fluency and self-sustained reading TEKS talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension.

With a group of students who are reading at the same level, instruct them to read a text aloud. Use a running record to document rate, accuracy, and prosody. Ask questions to assess comprehension such as requesting that the student summarize the text.
 

Further Explanation

For this assessment, students will demonstrate fluency while reading aloud. Students should read the text with appropriate speed, accuracy, and prosody (phrasing and proper expression). The speed with which students read should be easily understood by themselves and the listener. The decoding of words should be accurate enough that it does not impede comprehension. Prosody is important to properly convey the tone and message of the text. Students should not sound robotic. Fluency should be practiced with a variety of text types at students’ reading levels.

the ability to read text at an appropriate rate, with accuracy, expression, appropriate phrasing, and without significant word-recognition difficulties
Students must have the skills necessary to move through a text at a pace that matches the speed at which they can mentally process information. They should be able to connect words and the ideas they represent without significant interruption when they encounter new or complex information.
the vocal intonation and meter of spoken language
Students must have frequent and recurrent opportunities to read a wide variety of texts that are challenging but not overwhelming. The structure and content of the text should reflect the concepts students are expected to understand at their grade level. For example, fifth-grade students should be challenged but should not be overwhelmed when reading texts that include complex sentences or references to the American Revolution because both appear in the curriculum for that grade level. However, texts with heavy dependence on compound-complex sentences or that include highly academic discussions of advanced concepts related to the American Revolution would likely not be appropriate for most fifth-grade students.

Research

1. Stahl, S. A., & Heubach, K. M. (2005). Fluency-oriented reading instruction. Journal of Literacy Research, 37(1), 25–60. doi:10.1207/s15548430jlr3701_2

Summary:  In this article, researchers summarize a two-year study on growth in fluency and accuracy. Students were encouraged to self-select their text. The study revealed that children generally chose books at or below their reading ability; however, those students who self-selected more difficult texts, with teacher support and scaffolding benefitted more than originally assumed. 

2. Kuhn, M. R., Schwanenflugel, P. J., Morris, R. D., Morrow, L. M., Woo, D. G., Meisinger, E. B, Sevcik, R. A., Bradley, B. A., & Stahl, S. A. (2006). Teaching children to become fluent and automatic readers. Journal of Literacy Research, 38(4), 357–387. doi:10.1207/s15548430jlr3804_1

Summary: The purpose of this study was to examine two different instructional strategies that were considered potential methods to improve reading fluency. The strategies included scaffolded approaches and wide-reading. The study revealed that fluency instruction is critical to word reading efficiency and reading comprehension.

3. Garan, E. M., & DeVoogd, G. (2008). The benefits of sustained silent reading: Scientific research and common sense converge. The Reading Teacher, 62(4), 336-–344. doi:10.1598/RT.62.4.6

Summary: Garan and DeVoogd offer an overview of the benefits that sustained silent reading (SSR) brings to the classroom. The article includes a brief discussion related to the debate on the use of SSR and provides creative ideas for its full implementation in the classroom. Teachers learn how to use SSR as common practice.