Reading Fluency Marcy Stein Ph D University of
![Reading Fluency Marcy Stein, Ph. D. University of Washington, Tacoma Reading Fluency Marcy Stein, Ph. D. University of Washington, Tacoma](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-1.jpg)
![Outline l l l Fluency Definitions Research Support for Building Fluency Building: Instructional Methods Outline l l l Fluency Definitions Research Support for Building Fluency Building: Instructional Methods](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-2.jpg)
![Fluency Definitions Fluency as Assessment Reading Fluency Interventions Fluency Definitions Fluency as Assessment Reading Fluency Interventions](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-3.jpg)
![Fluency as Assessment l Curriculum-Based Measurement (CBM) is a set of standard simple, short-duration Fluency as Assessment l Curriculum-Based Measurement (CBM) is a set of standard simple, short-duration](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-4.jpg)
![Fluency as Assessment l Purpose of CBM: Progress Monitoring § Student performance is assessed Fluency as Assessment l Purpose of CBM: Progress Monitoring § Student performance is assessed](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-5.jpg)
![Defining Fluency “Fluency is the ability to read a text quickly, accurately, and with Defining Fluency “Fluency is the ability to read a text quickly, accurately, and with](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-6.jpg)
![Defining Fluency “Fluency is the ability to read a text accurately and quickly. When Defining Fluency “Fluency is the ability to read a text accurately and quickly. When](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-7.jpg)
![Defining Fluency “Fluency is the ability to read with sufficient ease and accuracy that Defining Fluency “Fluency is the ability to read with sufficient ease and accuracy that](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-8.jpg)
![Factors Contributing to Fluency Reading Speed FLUENCY Prosody Accuracy Factors Contributing to Fluency Reading Speed FLUENCY Prosody Accuracy](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-9.jpg)
![Defining Accuracy Independent level (95%-100% accuracy) l Instructional level (90%-94% accuracy) l Frustration level Defining Accuracy Independent level (95%-100% accuracy) l Instructional level (90%-94% accuracy) l Frustration level](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-10.jpg)
![Defining Reading Speed Words Correct Per Minute (WCPM) l Grade-level norms l § Set Defining Reading Speed Words Correct Per Minute (WCPM) l Grade-level norms l § Set](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-11.jpg)
![Norms for Oral Reading Fluency Grades 2 -5 Grade 2 3 4 5 Percentile Norms for Oral Reading Fluency Grades 2 -5 Grade 2 3 4 5 Percentile](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-12.jpg)
![Defining Prosody “The compilation of spoken language features that includes stress or emphasis, pitch Defining Prosody “The compilation of spoken language features that includes stress or emphasis, pitch](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-13.jpg)
![Research Support for Building Fluency and Reading Comprehension Research Support for Building Fluency and Reading Comprehension](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-14.jpg)
![Theory of Automaticity More Fluent Readers direct relatively little effort to the act of Theory of Automaticity More Fluent Readers direct relatively little effort to the act of](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-15.jpg)
![Theory of Automaticity Less fluent readers need to allocate more resources to decoding More Theory of Automaticity Less fluent readers need to allocate more resources to decoding More](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-16.jpg)
![Fluency and Reading Comprehension Oral reading fluency was more closely related to reading comprehension Fluency and Reading Comprehension Oral reading fluency was more closely related to reading comprehension](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-17.jpg)
![Fluency and Reading Comprehension Fluency and Reading Comprehension](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-18.jpg)
![NAEP Oral Reading Fluency Scale Level 4: Reads primarily in larger, meaningful phrase groups. NAEP Oral Reading Fluency Scale Level 4: Reads primarily in larger, meaningful phrase groups.](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-19.jpg)
![NAEP 4 th-Grade Oral Reading Study Nonfluent Fluency Level 1 Fluency Level 2 Fluency NAEP 4 th-Grade Oral Reading Study Nonfluent Fluency Level 1 Fluency Level 2 Fluency](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-20.jpg)
![Oral vs. Silent Reading “Most of the evidence cited to support independent silent reading Oral vs. Silent Reading “Most of the evidence cited to support independent silent reading](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-21.jpg)
![Oral vs. Silent Reading “Of the few experimental studies on the effects of independent Oral vs. Silent Reading “Of the few experimental studies on the effects of independent](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-22.jpg)
![So… What Works? Guided, Oral, Repeated Reading So… What Works? Guided, Oral, Repeated Reading](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-23.jpg)
![Fluency Building: Instructional Methods Fluency Building: Instructional Methods](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-24.jpg)
![Building Reading Fluency Model fluent reading, then have students reread the text on their Building Reading Fluency Model fluent reading, then have students reread the text on their](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-25.jpg)
![Guided, Oral, Repeated Reading l Guided § benefits from feedback § feedback from peers Guided, Oral, Repeated Reading l Guided § benefits from feedback § feedback from peers](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-26.jpg)
![Repeated Reading: Student-Adult Significantly increases reading rate, accuracy, and comprehension l Works with older Repeated Reading: Student-Adult Significantly increases reading rate, accuracy, and comprehension l Works with older](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-27.jpg)
![Repeated Reading: Student-Adult l Direct students to reread a relatively short passage (50 -200 Repeated Reading: Student-Adult l Direct students to reread a relatively short passage (50 -200](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-28.jpg)
![Repeated Reading: Partner Reading Before using partner reading for repeated reading, do the following: Repeated Reading: Partner Reading Before using partner reading for repeated reading, do the following:](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-29.jpg)
![Step 1: Designate Partners Rank order students according to results of survey-level assessment. b. Step 1: Designate Partners Rank order students according to results of survey-level assessment. b.](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-30.jpg)
![Step 2: Select Reading Materials Identify materials appropriate for the lower reader’s instructional reading Step 2: Select Reading Materials Identify materials appropriate for the lower reader’s instructional reading](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-31.jpg)
![Step 3: Assemble Materials l What Teachers Need § timing device § list of Step 3: Assemble Materials l What Teachers Need § timing device § list of](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-32.jpg)
![Step 4: Implement Partner Reading The stronger reads aloud; this models fluent reading. l Step 4: Implement Partner Reading The stronger reads aloud; this models fluent reading. l](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-33.jpg)
![Tape-Assisted Reading l Purpose: To give students support and a sense of the proper Tape-Assisted Reading l Purpose: To give students support and a sense of the proper](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-34.jpg)
![Computer-Assisted Reading www. readingassistant. com Computer-Assisted Reading www. readingassistant. com](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-35.jpg)
![Reader’s Theater Use of scripts (plays, poetry, expository text) l No costumes, props, or Reader’s Theater Use of scripts (plays, poetry, expository text) l No costumes, props, or](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-36.jpg)
![Reader’s Theater Weekly Activities Select or write a script (see Resources) l Monday: Introduce Reader’s Theater Weekly Activities Select or write a script (see Resources) l Monday: Introduce](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-37.jpg)
![Fitting It In before school l during school l § lunch § recess § Fitting It In before school l during school l § lunch § recess §](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-38.jpg)
![Getting Kids on the Ball Basketball-loving Tacoma students get a reading on educational priorities Getting Kids on the Ball Basketball-loving Tacoma students get a reading on educational priorities](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-39.jpg)
![The tutors time the students as they read passages written for various grade levels, The tutors time the students as they read passages written for various grade levels,](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-40.jpg)
![After each reading, tutors help them with words they find difficult. The children read After each reading, tutors help them with words they find difficult. The children read](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-41.jpg)
![“The teachers tell you this stuff works in class, and you’re like, ‘yeah, ’” “The teachers tell you this stuff works in class, and you’re like, ‘yeah, ’”](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-42.jpg)
![Guided, Oral, Repeated Reading Two essential features: l Opportunities for Practice l Guidance and Guided, Oral, Repeated Reading Two essential features: l Opportunities for Practice l Guidance and](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-43.jpg)
![Monitoring Fluency Progress Graphing Fluency Progress Making Instructional Decisions Determining WCPM Monitoring Fluency Progress Graphing Fluency Progress Making Instructional Decisions Determining WCPM](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-44.jpg)
![Graphing Fluency Progress Adult Monitoring (teacher, paraeducator, tutor) l Student Self-Monitoring As part of Graphing Fluency Progress Adult Monitoring (teacher, paraeducator, tutor) l Student Self-Monitoring As part of](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-45.jpg)
![© 2004, Pearson Education, Inc. Quick. Reads © 2004, Pearson Education, Inc. Quick. Reads](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-46.jpg)
![Making Instructional Decisions Determine Annual Goals Begin with the median score (middle) of baseline Making Instructional Decisions Determine Annual Goals Begin with the median score (middle) of baseline](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-47.jpg)
![Corrective Reading Individual Reading Progress Chart © 1999, SRA/Mc. Grawl-Hill. Decoding B 1: Lessons Corrective Reading Individual Reading Progress Chart © 1999, SRA/Mc. Grawl-Hill. Decoding B 1: Lessons](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-48.jpg)
![Determining WCPM = Total Words Read – Errors l Scored as Correct § Mispronunciations/Word Determining WCPM = Total Words Read – Errors l Scored as Correct § Mispronunciations/Word](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-49.jpg)
![Practice Activity Monitoring Reading Fluency Practice Activity Monitoring Reading Fluency](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-50.jpg)
![Books & Programs Books & Programs](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-51.jpg)
![www. scholastic. com www. scholastic. com](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-52.jpg)
![http: //www. prel. org/programs/rel/fluency. asp http: //www. prel. org/programs/rel/fluency. asp](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-53.jpg)
![http: //www. readnaturally. com/ http: //www. readnaturally. com/](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-54.jpg)
![Read Naturally Masters Edition (ME) Steps 1. Select Story. The student selects a story Read Naturally Masters Edition (ME) Steps 1. Select Story. The student selects a story](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-55.jpg)
![Read Naturally Masters Edition (ME) Steps 9. Pass Story: The teacher times the student Read Naturally Masters Edition (ME) Steps 9. Pass Story: The teacher times the student](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-56.jpg)
![www. pearsonlearning. com www. pearsonlearning. com](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-57.jpg)
![](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-58.jpg)
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![http: //www. greatleaps. com/ http: //www. greatleaps. com/](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-60.jpg)
![www. sopriswest. com www. sopriswest. com](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-61.jpg)
![Conclusion Fluency is important because it is related to reading comprehension. l Reading fluency Conclusion Fluency is important because it is related to reading comprehension. l Reading fluency](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-62.jpg)
![References & Websites References & Websites](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-63.jpg)
![References Adams, M. J. (2002, November). The promise of speech recognition. Power. Point presentation References Adams, M. J. (2002, November). The promise of speech recognition. Power. Point presentation](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-64.jpg)
![References Hasbrouck, J. E. , & Tindal, G. (1992). Curriculum-based oral reading fluency norms References Hasbrouck, J. E. , & Tindal, G. (1992). Curriculum-based oral reading fluency norms](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-65.jpg)
![Websites Reports on Reading http: //nces. ed. gov/pubs 95/web/95762. asp Source: U. S. Department Websites Reports on Reading http: //nces. ed. gov/pubs 95/web/95762. asp Source: U. S. Department](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-66.jpg)
![Websites Professional Development http: //www. texasreading. org/utcrla/products/primary_fluency. asp Reader’s Theater Script Service – Primary Websites Professional Development http: //www. texasreading. org/utcrla/products/primary_fluency. asp Reader’s Theater Script Service – Primary](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-67.jpg)
- Slides: 67
![Reading Fluency Marcy Stein Ph D University of Washington Tacoma Reading Fluency Marcy Stein, Ph. D. University of Washington, Tacoma](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-1.jpg)
Reading Fluency Marcy Stein, Ph. D. University of Washington, Tacoma
![Outline l l l Fluency Definitions Research Support for Building Fluency Building Instructional Methods Outline l l l Fluency Definitions Research Support for Building Fluency Building: Instructional Methods](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-2.jpg)
Outline l l l Fluency Definitions Research Support for Building Fluency Building: Instructional Methods Fluency Building: Monitoring Fluency Progress Books and Programs References and Websites
![Fluency Definitions Fluency as Assessment Reading Fluency Interventions Fluency Definitions Fluency as Assessment Reading Fluency Interventions](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-3.jpg)
Fluency Definitions Fluency as Assessment Reading Fluency Interventions
![Fluency as Assessment l CurriculumBased Measurement CBM is a set of standard simple shortduration Fluency as Assessment l Curriculum-Based Measurement (CBM) is a set of standard simple, short-duration](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-4.jpg)
Fluency as Assessment l Curriculum-Based Measurement (CBM) is a set of standard simple, short-duration fluency measures of reading, spelling, written expression, and mathematics computation. l “One-Minute Timings”
![Fluency as Assessment l Purpose of CBM Progress Monitoring Student performance is assessed Fluency as Assessment l Purpose of CBM: Progress Monitoring § Student performance is assessed](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-5.jpg)
Fluency as Assessment l Purpose of CBM: Progress Monitoring § Student performance is assessed continuously during instruction. § Decisions are made about whether student progress is satisfactory or not. § DIBELS, AIMSWEB
![Defining Fluency Fluency is the ability to read a text quickly accurately and with Defining Fluency “Fluency is the ability to read a text quickly, accurately, and with](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-6.jpg)
Defining Fluency “Fluency is the ability to read a text quickly, accurately, and with proper expression. ” National Reading Panel, 2000
![Defining Fluency Fluency is the ability to read a text accurately and quickly When Defining Fluency “Fluency is the ability to read a text accurately and quickly. When](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-7.jpg)
Defining Fluency “Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly in ways that help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. ” Put Reading First, 2001
![Defining Fluency Fluency is the ability to read with sufficient ease and accuracy that Defining Fluency “Fluency is the ability to read with sufficient ease and accuracy that](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-8.jpg)
Defining Fluency “Fluency is the ability to read with sufficient ease and accuracy that one can focus attention on the meaning and message of text. ” Adams, 2002
![Factors Contributing to Fluency Reading Speed FLUENCY Prosody Accuracy Factors Contributing to Fluency Reading Speed FLUENCY Prosody Accuracy](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-9.jpg)
Factors Contributing to Fluency Reading Speed FLUENCY Prosody Accuracy
![Defining Accuracy Independent level 95100 accuracy l Instructional level 9094 accuracy l Frustration level Defining Accuracy Independent level (95%-100% accuracy) l Instructional level (90%-94% accuracy) l Frustration level](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-10.jpg)
Defining Accuracy Independent level (95%-100% accuracy) l Instructional level (90%-94% accuracy) l Frustration level (<90% accuracy) l
![Defining Reading Speed Words Correct Per Minute WCPM l Gradelevel norms l Set Defining Reading Speed Words Correct Per Minute (WCPM) l Grade-level norms l § Set](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-11.jpg)
Defining Reading Speed Words Correct Per Minute (WCPM) l Grade-level norms l § Set goals. § Determine students with high needs.
![Norms for Oral Reading Fluency Grades 2 5 Grade 2 3 4 5 Percentile Norms for Oral Reading Fluency Grades 2 -5 Grade 2 3 4 5 Percentile](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-12.jpg)
Norms for Oral Reading Fluency Grades 2 -5 Grade 2 3 4 5 Percentile Fall WCPM Winter WCPM Spring WCPM 75 82 106 124 50 53 78 94 25 23 46 65 75 107 123 142 50 79 93 114 25 65 70 87 75 125 133 143 50 99 112 118 25 72 89 92 75 126 143 151 50 105 118 128 25 77 93 100 WCPM = words correct per minute Hasbrouck & Tindal, 1992
![Defining Prosody The compilation of spoken language features that includes stress or emphasis pitch Defining Prosody “The compilation of spoken language features that includes stress or emphasis, pitch](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-13.jpg)
Defining Prosody “The compilation of spoken language features that includes stress or emphasis, pitch variations, intonation, reading rate, and pausing. ” Osborn & Lehr, 2003
![Research Support for Building Fluency and Reading Comprehension Research Support for Building Fluency and Reading Comprehension](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-14.jpg)
Research Support for Building Fluency and Reading Comprehension
![Theory of Automaticity More Fluent Readers direct relatively little effort to the act of Theory of Automaticity More Fluent Readers direct relatively little effort to the act of](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-15.jpg)
Theory of Automaticity More Fluent Readers direct relatively little effort to the act of reading, allowing them to focus active attention on meaning and message. l Less Fluent Readers must direct considerable effort to the act of reading, leaving little attention for reflecting on its meaning and message. l Foorman & Mehta, 2002; Samuels, 2002
![Theory of Automaticity Less fluent readers need to allocate more resources to decoding More Theory of Automaticity Less fluent readers need to allocate more resources to decoding More](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-16.jpg)
Theory of Automaticity Less fluent readers need to allocate more resources to decoding More fluent readers have more resources available for comprehension
![Fluency and Reading Comprehension Oral reading fluency was more closely related to reading comprehension Fluency and Reading Comprehension Oral reading fluency was more closely related to reading comprehension](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-17.jpg)
Fluency and Reading Comprehension Oral reading fluency was more closely related to reading comprehension (as measured by a standardized test) than to word recognition of words drawn from the oral reading passage. Fuchs, & Maxwell, 1988
![Fluency and Reading Comprehension Fluency and Reading Comprehension](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-18.jpg)
Fluency and Reading Comprehension
![NAEP Oral Reading Fluency Scale Level 4 Reads primarily in larger meaningful phrase groups NAEP Oral Reading Fluency Scale Level 4: Reads primarily in larger, meaningful phrase groups.](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-19.jpg)
NAEP Oral Reading Fluency Scale 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. Level 3: Reads primarily in three- or four-word phrase groups. Some smaller 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. 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. 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. http: //nces. ed. gov/pubs 95/web/95762. asp Source: U. S. Department of Education, National Center for Education Statistics. Listening to Children Read Aloud, 15. Washington, DC: 1995
![NAEP 4 thGrade Oral Reading Study Nonfluent Fluency Level 1 Fluency Level 2 Fluency NAEP 4 th-Grade Oral Reading Study Nonfluent Fluency Level 1 Fluency Level 2 Fluency](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-20.jpg)
NAEP 4 th-Grade Oral Reading Study Nonfluent Fluency Level 1 Fluency Level 2 Fluency Level 3 Fluency Level 4 Percent Accuracy 94 94 96 97 Words per Minute 65 89 126 162 http: //nces. ed. gov/pubs 95/web/95762. asp Source: U. S. Department of Education, National Center for Education Statistics. Listening to Children Read Aloud, 15. Washington, DC: 1995
![Oral vs Silent Reading Most of the evidence cited to support independent silent reading Oral vs. Silent Reading “Most of the evidence cited to support independent silent reading](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-21.jpg)
Oral vs. Silent Reading “Most of the evidence cited to support independent silent reading comes from correlational rather than experimental research. ” National Reading Panel, 2000
![Oral vs Silent Reading Of the few experimental studies on the effects of independent Oral vs. Silent Reading “Of the few experimental studies on the effects of independent](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-22.jpg)
Oral vs. Silent Reading “Of the few experimental studies on the effects of independent reading, most have found small or no gains in reading achievement as a result of such activity. ” Osborn & Lehr, 2003
![So What Works Guided Oral Repeated Reading So… What Works? Guided, Oral, Repeated Reading](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-23.jpg)
So… What Works? Guided, Oral, Repeated Reading
![Fluency Building Instructional Methods Fluency Building: Instructional Methods](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-24.jpg)
Fluency Building: Instructional Methods
![Building Reading Fluency Model fluent reading then have students reread the text on their Building Reading Fluency Model fluent reading, then have students reread the text on their](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-25.jpg)
Building Reading Fluency Model fluent reading, then have students reread the text on their own. l Provide guided, oral, repeated reading practice. l § § § student-adult reading (parent, tutor, paraeducator) partner reading (small group, class-wide) tape-assisted reading computer-assisted reader’s theater Osborn & Lehr, 2003 Put Reading First, 2001 Rasinski, 2003
![Guided Oral Repeated Reading l Guided benefits from feedback feedback from peers Guided, Oral, Repeated Reading l Guided § benefits from feedback § feedback from peers](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-26.jpg)
Guided, Oral, Repeated Reading l Guided § benefits from feedback § feedback from peers or adults l Oral § student engagement l Repeated • three or more repetitions or to specified criterion • motivating activity
![Repeated Reading StudentAdult Significantly increases reading rate accuracy and comprehension l Works with older Repeated Reading: Student-Adult Significantly increases reading rate, accuracy, and comprehension l Works with older](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-27.jpg)
Repeated Reading: Student-Adult Significantly increases reading rate, accuracy, and comprehension l Works with older students as well as elementary children l Fosters fluent word recognition through multiple exposures to words l
![Repeated Reading StudentAdult l Direct students to reread a relatively short passage 50 200 Repeated Reading: Student-Adult l Direct students to reread a relatively short passage (50 -200](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-28.jpg)
Repeated Reading: Student-Adult l Direct students to reread a relatively short passage (50 -200 words) until: § a predetermined level of fluency is attained, or § the text has been read 3 -5 times.
![Repeated Reading Partner Reading Before using partner reading for repeated reading do the following Repeated Reading: Partner Reading Before using partner reading for repeated reading, do the following:](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-29.jpg)
Repeated Reading: Partner Reading Before using partner reading for repeated reading, do the following: 1. Designate reading partners. 2. Select appropriate reading materials. 3. Assemble materials. 4. Implement the program.
![Step 1 Designate Partners Rank order students according to results of surveylevel assessment b Step 1: Designate Partners Rank order students according to results of survey-level assessment. b.](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-30.jpg)
Step 1: Designate Partners Rank order students according to results of survey-level assessment. b. Split the list in half to form pairs. c. Pair top-ranked reader of the higherperforming half with top-ranked reader of the lower-performing half; do the same for the two students who are second on each list and so on until all students are paired. a.
![Step 2 Select Reading Materials Identify materials appropriate for the lower readers instructional reading Step 2: Select Reading Materials Identify materials appropriate for the lower reader’s instructional reading](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-31.jpg)
Step 2: Select Reading Materials Identify materials appropriate for the lower reader’s instructional reading level (90%-94% accuracy). b. Have both partners read the same passage from the same material. c. Have enough materials selected for two new passages per week. a.
![Step 3 Assemble Materials l What Teachers Need timing device list of Step 3: Assemble Materials l What Teachers Need § timing device § list of](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-32.jpg)
Step 3: Assemble Materials l What Teachers Need § timing device § list of partner pairings § description of partner roles l What Students Need § reading partner § reading material § folder
![Step 4 Implement Partner Reading The stronger reads aloud this models fluent reading l Step 4: Implement Partner Reading The stronger reads aloud; this models fluent reading. l](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-33.jpg)
Step 4: Implement Partner Reading The stronger reads aloud; this models fluent reading. l The less fluent reader reads aloud the SAME text for the same length of time. l After both partners have read, one partner asks the other to: l § identify the sequence of the key ideas. § tell the main idea.
![TapeAssisted Reading l Purpose To give students support and a sense of the proper Tape-Assisted Reading l Purpose: To give students support and a sense of the proper](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-34.jpg)
Tape-Assisted Reading l Purpose: To give students support and a sense of the proper phrasing and speed of fluent reading. l The student: § listens to text read at 80 -100 wpm by a fluent reader and follows along by pointing to the text. § reads aloud in sync with tape subvocalizing the words. § reads same text independently following repeated reading procedures.
![ComputerAssisted Reading www readingassistant com Computer-Assisted Reading www. readingassistant. com](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-35.jpg)
Computer-Assisted Reading www. readingassistant. com
![Readers Theater Use of scripts plays poetry expository text l No costumes props or Reader’s Theater Use of scripts (plays, poetry, expository text) l No costumes, props, or](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-36.jpg)
Reader’s Theater Use of scripts (plays, poetry, expository text) l No costumes, props, or scenery l Multiple opportunities for meaningful practice l
![Readers Theater Weekly Activities Select or write a script see Resources l Monday Introduce Reader’s Theater Weekly Activities Select or write a script (see Resources) l Monday: Introduce](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-37.jpg)
Reader’s Theater Weekly Activities Select or write a script (see Resources) l Monday: Introduce activity; assign parts. l Tuesday-Thursday: Have students practice. l Friday: Have students perform. l Rasinski, 2003
![Fitting It In before school l during school l lunch recess Fitting It In before school l during school l § lunch § recess §](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-38.jpg)
Fitting It In before school l during school l § lunch § recess § school-wide reading time l after school
![Getting Kids on the Ball Basketballloving Tacoma students get a reading on educational priorities Getting Kids on the Ball Basketball-loving Tacoma students get a reading on educational priorities](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-39.jpg)
Getting Kids on the Ball Basketball-loving Tacoma students get a reading on educational priorities The News Tribune, 1/21/2004 Andre Stout and Trevor Wong coach youth basketball at the North Tacoma Boys & Girls Club
![The tutors time the students as they read passages written for various grade levels The tutors time the students as they read passages written for various grade levels,](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-40.jpg)
The tutors time the students as they read passages written for various grade levels, marking on a sheet how many words they read in one minute. The News Tribune, 1/21/2004
![After each reading tutors help them with words they find difficult The children read After each reading, tutors help them with words they find difficult. The children read](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-41.jpg)
After each reading, tutors help them with words they find difficult. The children read each passage three times before moving on to another. The News Tribune, 1/21/2004
![The teachers tell you this stuff works in class and youre like yeah “The teachers tell you this stuff works in class, and you’re like, ‘yeah, ’”](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-42.jpg)
“The teachers tell you this stuff works in class, and you’re like, ‘yeah, ’” Wong said. “Then you come out here and see it. You’re like, ‘Wow. ’” The News Tribune, 1/21/2004
![Guided Oral Repeated Reading Two essential features l Opportunities for Practice l Guidance and Guided, Oral, Repeated Reading Two essential features: l Opportunities for Practice l Guidance and](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-43.jpg)
Guided, Oral, Repeated Reading Two essential features: l Opportunities for Practice l Guidance and Feedback
![Monitoring Fluency Progress Graphing Fluency Progress Making Instructional Decisions Determining WCPM Monitoring Fluency Progress Graphing Fluency Progress Making Instructional Decisions Determining WCPM](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-44.jpg)
Monitoring Fluency Progress Graphing Fluency Progress Making Instructional Decisions Determining WCPM
![Graphing Fluency Progress Adult Monitoring teacher paraeducator tutor l Student SelfMonitoring As part of Graphing Fluency Progress Adult Monitoring (teacher, paraeducator, tutor) l Student Self-Monitoring As part of](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-45.jpg)
Graphing Fluency Progress Adult Monitoring (teacher, paraeducator, tutor) l Student Self-Monitoring As part of a repeated reading program, the student may record the wcpm of their first “cold” reading on a graph. On each subsequent reading, the student records the increase in fluency. l
![2004 Pearson Education Inc Quick Reads © 2004, Pearson Education, Inc. Quick. Reads](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-46.jpg)
© 2004, Pearson Education, Inc. Quick. Reads
![Making Instructional Decisions Determine Annual Goals Begin with the median score middle of baseline Making Instructional Decisions Determine Annual Goals Begin with the median score (middle) of baseline](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-47.jpg)
Making Instructional Decisions Determine Annual Goals Begin with the median score (middle) of baseline (approximately three assessments) l Calculate wcpm for each remaining week l § Grades 1 -2: 2 to 3 words per week § Grades 3 -5: 1 to 2 words per week l If a 1 st-grader reads 25 wcpm today… § how many wcpm should s/he read next week? 27 -28 § in 5 weeks? 35 -40 § in 10 weeks? 45 -55
![Corrective Reading Individual Reading Progress Chart 1999 SRAMc GrawlHill Decoding B 1 Lessons Corrective Reading Individual Reading Progress Chart © 1999, SRA/Mc. Grawl-Hill. Decoding B 1: Lessons](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-48.jpg)
Corrective Reading Individual Reading Progress Chart © 1999, SRA/Mc. Grawl-Hill. Decoding B 1: Lessons 12 -35
![Determining WCPM Total Words Read Errors l Scored as Correct MispronunciationsWord Determining WCPM = Total Words Read – Errors l Scored as Correct § Mispronunciations/Word](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-49.jpg)
Determining WCPM = Total Words Read – Errors l Scored as Correct § Mispronunciations/Word § Repetitions Substitutions § Omissions § Hesitations § Reversals § Self-Corrections’ § Insertions § Dialect/Articulation l Special Cases § Numerals § Hyphenated Words § Abbreviations
![Practice Activity Monitoring Reading Fluency Practice Activity Monitoring Reading Fluency](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-50.jpg)
Practice Activity Monitoring Reading Fluency
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Books & Programs
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www. scholastic. com
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http: //www. prel. org/programs/rel/fluency. asp
![http www readnaturally com http: //www. readnaturally. com/](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-54.jpg)
http: //www. readnaturally. com/
![Read Naturally Masters Edition ME Steps 1 Select Story The student selects a story Read Naturally Masters Edition (ME) Steps 1. Select Story. The student selects a story](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-55.jpg)
Read Naturally Masters Edition (ME) Steps 1. Select Story. The student selects a story from the packet at the correct reading level and gets the cassette or audio CD for the story. 2. Read Along—Key Words: The student reads the key words and definitions with the recording. 3. Prediction: The student writes a sentence using the title, picture, and key words to predict what the story will say about the topic. 4. Cold Timing: The student times himself/herself for one minute, orally reading the selected story for the first time and underlining unknown words. 5. Graph in Blue: The student graphs the number of words read correctly in one minute. 6. Read Along: The student reads the story three times, tracking and subvocalizing, with the recording. 7. Practice: The student practices reading the story without the audio tape several times until able to read at the predetermined goal rate. Students time each practice. 8. Answer Questions: The student answers the questions about the story.
![Read Naturally Masters Edition ME Steps 9 Pass Story The teacher times the student Read Naturally Masters Edition (ME) Steps 9. Pass Story: The teacher times the student](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-56.jpg)
Read Naturally Masters Edition (ME) Steps 9. Pass Story: The teacher times the student for one minute on the story, subtracts the errors, and determines if the student has reached the goal. To pass, the student must also make less than three errors, read with good expression, and answer the comprehension questions correctly. 10. Graph in Red: The student graphs the number of words read correctly in the oneminute timing. The student marks the same bar of the graph used in step 4. 11. Retell/Word List: The student writes a retell of the story either writing a specific number of ideas from a story or writing for a specific amount of time. In the phonics levels, the student practices the word list until s/he is able to read a predetermined number of words in one minute. Repeat. Begin a New Story: The student repeats steps 1 -10 with a new story. Adjust Goals/Levels: After the student completes 12 stories in a level, consider adjusting the student's goal or level. http: //www. readnaturally. com/how-steps. htm
![www pearsonlearning com www. pearsonlearning. com](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-57.jpg)
www. pearsonlearning. com
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![Conclusion Fluency is important because it is related to reading comprehension l Reading fluency Conclusion Fluency is important because it is related to reading comprehension. l Reading fluency](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-62.jpg)
Conclusion Fluency is important because it is related to reading comprehension. l Reading fluency can be developed by engaging students in guided, oral, repeated reading activities. l Monitoring student progress in reading fluency: l § can be motivating to students. § is useful in setting instructional goals.
![References Websites References & Websites](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-63.jpg)
References & Websites
![References Adams M J 2002 November The promise of speech recognition Power Point presentation References Adams, M. J. (2002, November). The promise of speech recognition. Power. Point presentation](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-64.jpg)
References Adams, M. J. (2002, November). The promise of speech recognition. Power. Point presentation at A Focus on Fluency Forum, San Francisco, CA. Available at http: // www. prel. org/programs/rel/fluency/Adams. ppt Armbruster, B. B. , Lehr, F. , & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: National Institute for Literacy. Chard, D. J. , Vaughn, S. & Tyler, B. J. (In press). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities. Dowhower, S. L. (1989). Repeated reading: Research into practice. The Reading Teacher, 42, 502 -507. Foorman, B. R. , & Mehta, P. (2002, November). Power. Point presentation at A Focus on Fluency Forum, San Francisco, CA. Available at http: //www. prel. org/programs/rel/fluency/Foorman. ppt Fuchs, L. S. , Fuchs, D. , & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9 (2), 20 -28.
![References Hasbrouck J E Tindal G 1992 Curriculumbased oral reading fluency norms References Hasbrouck, J. E. , & Tindal, G. (1992). Curriculum-based oral reading fluency norms](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-65.jpg)
References Hasbrouck, J. E. , & Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades 2 through 5. Teaching Exceptional Children, 24, 41 -44. National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. Bethesda, MD: National Institute of Child Health and Human Development. Osborn, J. , Lehr, F. , & Hiebert, E. (2003). A focus on fluency. Honolulu, HI: Regional Educational Laboratory at Pacific Resources for Education and Learning. Available online at www. prel. org/programs/rel. asp. Rasinski, T. V. (2003). The fluent reader. New York, NY: Scholastic Professional Books. Samuels, S. J. (2002). Reading fluency: Its development and assessment. In A. E. Farstrup & S. J. Samuels (Eds. ), What research has to say about reading instruction (3 rd ed. , pp. 166 -183). Newark, DE: International Reading Association.
![Websites Reports on Reading http nces ed govpubs 95web95762 asp Source U S Department Websites Reports on Reading http: //nces. ed. gov/pubs 95/web/95762. asp Source: U. S. Department](https://slidetodoc.com/presentation_image_h/765bf2098a74a682b0606cde582aceaa/image-66.jpg)
Websites Reports on Reading http: //nces. ed. gov/pubs 95/web/95762. asp Source: U. S. Department of Education, National Center for Education Statistics. Listening to Children Read Aloud, 15. Washington, DC: 1995 A Focus on Fluency http: //www. prel. org/programs/rel. asp Put Reading First http: //www. nifl. gov/ National Reading Panel Report http: //www. nationalreadingpanel. org
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Websites Professional Development http: //www. texasreading. org/utcrla/products/primary_fluency. asp Reader’s Theater Script Service – Primary grades http: //www. readers-theatre. com From Script to Stage – Grades K-8 http: //www. aaronshep. com/rt/
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