Fluency Assessment Module 2 Quick Review Fluency is

Fluency Assessment Module 2

Quick Review Fluency is: l Accurate word reading l Automaticity of underlying skills l Prosody (expression) l Deep understanding (the outcome of reading fluently)

Learning Target #1 Participants will understand what fluency assessment is and why it is important.

What do you know about your students? l Strengths l Weaknesses l Reading Level l Progress Is the instruction impacting the student?

Assessing Reading l Assessing is listening and observing. l Reading is difficult to observe. (Rasinski, 2010)

Purposes of Fluency Assessment l What is the instructional level for word identification? l How well is this student comprehending? l At what reading level is this student fluent? (Caldwell, 2014)

In most cases… l We don’t assess during the reading process. l We assess what happens after the reading takes place. l The actual process of reading is hidden within the reader. (Rasinski, 2010)

Oral reading allows us to see… l The process of reading l Strengths and weaknesses in word recognition l Fluency l The types of corrections made for decoding and comprehension l The quality of oral reading (Rasinski, 2010)

Learning Target #2 l Participants will learn how to assess accuracy, one of the components of fluency.

Levels of Word Recognition Instructional Level: l 90% to 98% accuracy while reading text = instructional level l Instructional level-most likely to make the best progress in reading Independent Level: l 99% to 100% accuracy = independent level l Text can be read without assistance Frustration Level: l Below 90% accuracy = frustration level l More than 10 errors in a 100 word passage-the text is probably too difficult

Be careful to look at all the factors! l Bad day l Feeling ill l Lack of interest in the topic l Limited knowledge of the topic l Unfamiliar vocabulary

Determining Reading Fluency l Formal or informal assessments can be used to determine fluency levels. l Grade level passages for assessment can be taken from classroom curriculum or published assessments. (www. prel. org)

Informal Reading Inventory (IRI) l A leveled set of word lists l A leveled set of graded passages l Comprehension questions l 90%-98% = instructional level

IRI Quiz Jane and Jeff are 4 th grade students who were given an informal reading inventory. Jane read the 3 rd grade passage with 99% word rec. accuracy and the fourth grade passage with 96% accuracy. Jeff read the 3 rd grade passage with 94% word rec. accuracy and the fourth grade passage with 88% accuracy. What does this tell you about their word recognition accuracy?

Pros and Cons of an IRI 2. What are the reasons you should use Informal reading inventories? 3. What are the negative features of this type of assessment?

Learning Target #3 Participants will learn how to assess automaticity, one of the components of fluency.

Formal Fluency Assessment l Timed grade-level passages read orally l Cold read (unpracticed) l 1 minute passages l Teacher follows and marks errors on a copy of the passage (www. prel. org)

Curriculum-Based Measurement (CBM) l CBM—the measure most often used to screen and monitor progress on reading proficiency. l CBMs are used at the beginning of the school year , when students are screened in relation to an end-of-year goal. l Student progress is monitored with CBMs.

Oral Reading Fluency (ORF) l Oral reading fluency is a type of CBM. l ORF measures and other CBMs have the following characteristics: l Reliable and valid results l Standardized tasks l Passages can be drawn from instructional materials (should be calibrated to match other standardized passages) l Requirements for administration and scoring are specific for reliability and validity

Oral Reading Fluency (ORF) l Scores are obtained in a specified time period l Performance is repeatedly sampled across time l Easy to administer l They are efficient (1 -3 min. ) (Moats, 2009)

Errors The boy ran quickly. l Substitutions The boy ran quietly. l Mispronunciations The boy rand quickly. l Omissions The boy ran. l Reversals The boy quickly ran. l Hesitations The boy ran…(3 sec. )

Calculating Words Correct Per Minute l Total words correct in one minute – errors = WCPM (fluency score) l Scores are compared to fluency norms l Norms are considered benchmark and indicate that students reading at the 50 th percentile for their grade level are able to comprehend grade-level text. l Norms can be used to set fluency goals. l Remember, fluency is not just speed and accuracy, but speed and accuracy to support comprehension. (www. prel. org)

National ORF Norms 50 th Percentiles Grade Hasbrouck & Tindal (2006) Fall WCPM 1 Winter WCPM Spring WCPM 23 53 2 51 72 89 3 71 92 107 4 94 112 123 5 110 127 139 6 127 140 150 7 128 136 150 8 133 146 151

Advantages of CBMs Over Other Oral Reading Probes l Students read aloud from grade-appropriate text to evaluate their success in reading classroom texts making it more in accord with the CCSS. l Probes are 1 minute making it easier to calculate the WCPM. The process for calculating longer passages: l Percent Accuracy = # of words read correctly divided by total # of words l WCPM = # of words read correctly divided by total reading time (Caldwell, 2014)

Timed Word Lists l Students are evaluated on automatic verses correct but not automatic words. l Words that are not automatic but correct still need analysis by the student in order to read. l The assessment will show if students have a sight-word vocabulary necessary for fluent reading.

Learning Target #4 l Participants will learn how to assess prosody, one of the components of fluency.

Assessing Prosody l Good oral readers are expressive. l Their performance is pleasing to an audience. l Students read aloud as the teacher scores their reading on a descriptive rubric or rating scale. l The focus of scoring is on reading with expression. (Caldwell, 2014, Rasinski, 2010)

National Assessment of Educational Progress Fluency Scale Fluent Level 4 Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author’s syntax is consistent. Some or most of the story is read with expressive interpretation. Fluent Level 3 Reads primarily in three- or four-word phrase groups. Some small groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present. Non. Fluent Level 2 Reads primarily in two-word phrases with some three- or four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to larger context of sentence or passage. Non. Fluent Level 1 Reads primarily word-by-word. Occasional two-word or three-word phrases may occur but these are infrequent and/or they do not preserve meaningful syntax.

Learning Task l Watch a video clip on fluency assessment. l Answer questions about what you learn from the video.

Application Task l Reflect on your current fluency assessment practice. l Complete a written response about your current assessments and any methods or changes you plan to make in the future.