SLA 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. .

Utilice alguna estrategia teatral para que los estudiantes demuestren fluidez al leer. Aliente a los estudiantes para que ajusten su velocidad de lectura mientras leen con precisión y buena pronunciación.

Notas importantes:

  • Asegúrese de que el texto dado a los estudiantes corresponde a su nivel de lectura.
  • Recuérdeles a los estudiantes que se concentren en la fluidez del texto y no en el aspecto teatral en el que están participando.
     

Further Explanation

Para esta evaluación, los estudiantes demostrarán fluidez al leer el guion de una obra de teatro. Esta acción refuerza la fluidez en la medida en que los estudiantes leen un texto múltiples veces. Además de leer la parte del guion que les corresponde, los estudiantes deben leer en silencio mientras otros leen en voz alta para identificar el momento en que les toca leer. Los estudiantes deben leer usando una velocidad, precisión y pronunciación apropiadas. La rapidez a la que lean los estudiantes debe implicar que ellos y su audiencia comprendan lo que se lee. La decodificación de las palabras debe ser suficientemente precisa de tal manera que no impida la comprensión. La pronunciación es necesaria, especialmente en el contexto de una representación teatral en la que los estudiantes deben seguir la entonación que marca el texto. Ellos deben evitar una lectura en la que parezcan robots. La lectura fluida es necesaria tanto para que el lector como la audiencia comprendan lo que se lee. Aunque un contexto teatral es una buena estrategia para practicar fluidez, debe practicarse con una variedad de textos.

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, third-grade students may be challenged but should not be overwhelmed when reading texts that include compound sentences or references to state and national government 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 state and national government would likely not be appropriate for most third graders.
Entonación de la voz, correcta pronunciación de los fonemas y la acentuación de las sílabas en el lenguaje hablado. Cuando se lee con prosodia, los lectores parecen estar hablando la parte que están leyendo, ya que organizan los sonidos de manera que su emisión sea fluida y lógica.

Research

1. Hosp, J. L., & Suchey, N. (2014). Reading assessment: reading fluency, reading fluently, and comprehension--commentary on the special topic. School Psychology Review, 43(1), 59+. Retrieved from https://link.galegroup.com/apps/doc/A364693563/PROF?u=tea&sid=PROF&xid=af82488e

Summary: This article provides a summary of four articles related to the assessment of oral reading. The authors acknowledge that while there are increasing accountability standards for reading, measuring reading ability remains complex and difficult. The authors make a case for oral passage reading as a way to measure both reading fluency and comprehension.

2. Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., Wolf, M., Kuhn, M., & Schwanenflugel, P. (2010). The relationship between different measures of oral reading fluency and reading comprehension in second-grade students who evidence different oral reading fluency difficulties. Language, Speech, & Hearing Services in Schools, 41, 340+. Retrieved from https://link.galegroup.com/apps/doc/A230773834/PROF?u=tea&sid=PROF&xid=79d66536

Summary: The purpose of this study was to examine whether different measures of oral reading fluency relate differentially to reading comprehension performance in two samples of second-grade students. Results of this study indicate that real-word oral reading fluency was the strongest predictor of reading comprehension and suggest that real-word oral reading fluency may be an efficient method for identifying potential reading comprehension difficulties.