Here's how it works in a classroom setting: Assessment - Controlled Practice -Feedback and Review Assessment and Adaptation
Assessing students' reading skills to identify their strengths and weaknesses is an imperative first step that allows you to tailor the level of support required. One assessment San Diego Quick Assessment works well to get an estimate of a child’s Frustrational Reading Level, Instructional Reading Level, and Independent Reading Level by grade levels from kindergarten through eleventh-grade. The assessment was devised by Margaret La Pray and Ramon Ross and published in the Journal of Reading in 1969. In their 1969 article, “The Graded Word List: Quick Gauge of Reading Ability,” La Pray and Ross explain, “The graded word list has has two uses: 1) to determine a reading level, 2) to detect errors in word analysis.
Assessments for phonemic awareness include Core Phonics Assessment. This is a great test to determine students' basic phonics skills . The PAST is another favorite and is a bit more comprehension than the Core Phonics Assessment. Universal screening should be done three times per year. DIBELS is a great assessment for this. DIBELS is the University of Oregon's free assessment tool. DIBELS now goes up to 8th grade. DIBELS is a go to! Pair it with a great comprehension exercise and you have the data you need to diagnose and teach.
For intervention, the Test of Word Reading Efficiency is excellent and for comprehension the Degrees of Reading Power is effective.
Modeling and Guided Practice
Modeling is imperative to fluency instruction. When using these timed reading passages - model reading every other passage prior to letting students read out on their own. Read the passages aloud while emphasizing correct pronunciation, pacing, and intonation.
If you are one on one - do a second read where students read along with you.
Give students a chance to read independently, but the material is carefully chosen to be at a "just-right" level—not too easy but not too hard.
After independent practice, constructive provide feedback based on performance. This could include identifying areas of improvement like better pacing, clearer pronunciation, or more effective use of pauses and intonation. Always be encouraging!
Finally, ongoing assessments should be conducted to determine if students have reached the desired level of fluency. Based on these assessments, the instructional approach can be adapted as necessary.
Fluency Practice Lessons:
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