Developing Fluency Research and Practice发展流畅性研究与实践.pptVIP

Stahl, S., Heubach, K., Cramond, B. (1997). Fluency-oriented reading instruction. Washington, DC: NRRC. Developing Fluency: Theory, Research and Practice Sharon Walpole University of Delaware Game Plan What is fluency? Why is it important? How does it fit within models of reading and reading development? How can we measure it? How can we address it during whole-class and needs-based instruction? Questions and Answers: Fluency What is it? Why is it important? Definitions, theoretical models and developmental models we have already explored and those described in recent fluency studies Fluency is “reading with expression.” Fluency is “making written language sound like oral language.” Fluency is evidence of comprehension? Fluency is a prerequisite to comprehension? What can you actually do with those ideas? Wolf and Katzir-Cohen’s Developmental Definition (p. 219) In its beginnings, reading fluency is the product of the initial development of accuracy and the subsequent development of automaticity in underlying sublexical processes, lexical processes, and their integration in single word reading and connected text. These include Perceptual [letter recognition?] Phonological [segmentation and blending?] Orthographic [graphemes and spelling patterns?] Morphological [grammatical morphemes? Prefixes and suffixes?] processes at the letter, letter-pattern, and word levels, as well as semantic and syntactic processes at the word level and connected-text level. After it is fully developed, reading fluency refers to a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension. Wolf, M., Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-239. What are the implications of the developmental definition for curriculum and instruction? How is the developmental definition of fluency conn