Good Reading Fluency, but Poor Reading Comprehension
Reading Fluency Norms Grades 1-6
Hello all! I have a question for you all. I have had students in the past that were speed readers. They may have read with 99% accuracy, but did not comprehend material. What recommendations do you have for teaching kiddos to slow down? I have thought about having them tape record themselves, but other than that, I am not sure how else to help show them the importance of reading fluently (which doesn’t mean being a speed reader!!). http://www.proteacher.net/discussions/showthread.php?t=345167
I did respond to this teacher, but I reserved the cathartic confession for my own blog. I am well aware that I have become part of the problem described above by this conscientious teacher. As a whole language trained MA reading specialist who converted to a systematic explicit phonics advocate in the early 1990s, I jumped onto the fluency bandwagon. I supervised fluency labs and trained teachers in how to differentiate fluency instruction. I emphasized repeated reading practice at the student’s optimal reading level and helped teachers develop workable formative assessments to monitor fluency progress. These were and are good instructional practices.
Of course, supervising principals love to see progress monitoring charts and fluency timings are easily measured components. It would naturally follow that teachers would teach to these tests. Teachers are motivated by the concrete and gravitate toward the self-validation of seeing a student go from “Point A to Point B.” Parents like to see numbers on charts, as well (especially when the numbers for their child trend upwards). In short, everyone got on the reading fluency bandwagon.
The problem is one of emphasis. While reading fluency is highly correlated with reading comprehension, fluency is all too often confused with comprehension itself. True that reading fluency is an important ingredient in reading comprehension, but also true that cream is an important ingredient of ice cream, but it is not ice cream. Additionally, because reading comprehension is not easily or accurately measured, it gets left off of the progress monitoring charts. If a reading comprehension score is used, it is all too often a criterion-referenced, standards-based assessment measurement from the year before that provides questionable data at best. So, teachers teach to the data that makes sense and tend to under-emphasize the non-quantifiable. Students get taught a lot of cream, but not the ice cream they need. Don’t get me wrong; the cream is important, and fluency assessment does make sense.
Grades 2-8 Reading Fluency Norms
Now, having confessed to my part of the problem of Good Fluency, but Poor Comprehension, it would seem appropriate to offer penance. What I should have done and strive to do in my trainings and reading intervention program, The Science of Reading Intervention Program, is to emphasize a more balanced instructional approach in which reading fluency is treated as but one of the key ingredients of reading instruction.
Timothy Rasinski shares many of my concerns regarding reading fluency instruction in an important article: Reading Fluency Instruction: Moving Beyond Accuracy, Automaticity, and Prosody. Dr. Rasinski highly recommends balancing repeated reading practice with meaningful oral expression. He suggests Readers Theater and poetry as two venues for this practice and cites validating reading research.
I would add on two concurrent instructional practices: Think-Alouds and my SCRIP Reading Comprehension Strategies. Each strategy emphasizes internal self-monitoring of text and the latter has some great free bookmarks to download.
One necessary caveat… fluency instruction without systematic explicit phonics instruction is like using low fat cream. It doesn’t make the kind of ice cream we would want in our cones. To mix metaphors, we need to treat the wound (or better yet prevent the injury), not just band-aid it. This is especially important with Tier II and Tier III Response to Intervention.
FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING RESOURCES: The SCRIP (Summarize, Connect, Re-think, Interpret, and Predict) Comprehension Strategies includes class posters, five lessons to introduce the strategies, and the SCRIP Comprehension Bookmarks.
Get the SCRIP Comprehension Strategies FREE Resource:
Looking for a two-minute expository fluency assessment that will also help you determine optimal instructional reading levels?
Get the The Pets Fluency Assessment FREE Resource:
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The Science of Reading Intervention Program
The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program BUNDLE includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.
Literacy Centers, Reading, Spelling/Vocabulary, Study Skills
Aloud or silent reading are different actions. Also, speaking/answering the questions requires other training processes than reading aloud. I agree, for different actions we need different learning strategies and specific ”coaching” in order to improve the abilities of our students. For example,I have a bilingual student that achieved a high level of reading skills, but he has no idea about the meaning for at least 50% words that reads, so I use intensively the dictionary.