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Reading Fluency

                                                        Oral Reading Fluency

 

 

What is Oral Reading Fluency?

Reading fluency is the ability to read quickly and easily. It means that a child can recognize and de-code words accurately and automatically and understand the words as they are being read. Chil-dren who do not read fluently (choppy readers) have to work hard on the mechanics of reading that there’s no mental energy left to think about the meaning of what they are reading

 

How do I know if my child is reading fluently?

A simple way to know if your child is reading fluently is to listen to him/her read grade level text aloud. Have your child read a paragraph from his/her social studies, science or reading book. As your child reads consider the following:

 How many words does he/she struggle with?

 How easily is he/she sounding out an unknown word?

 Is he/she reading with expression? (for example, pausing at commas, periods, etc.)

 Can he/she retell the story or summarize what the paragraph/story was about?

 

How can I help my child read fluently?

To help your child develop reading fluency:

? Model fluent reading. Provide opportunities when your child can hear you read aloud. Be sure to read with expression pausing appropriately at punctuation marks and changing voice for characters.

? Teach your child high frequency sight words. High frequency sight words are words that readers are encouraged to recognize without having to sound them out. It is estimated that the first 100 sight words account for approximately 50% of what we read. Words such as "the", "and" and "he" are considered high frequency sight words. These words can be practiced on flashcards. As you and your child read, point out the sight words in the story. Some children are able to identify the words on flashcards; however, this skill does not transfer to reading. Pointing them out as you read helps in transferring to read-ing the words in books.

? When having your child practice reading aloud, help your child choose books at his/her independent reading level. Use the 5-finger rule as a guide. This means that a child shouldn’t struggle with more than 5 words on a page.

? Repeated reading has proven to be one of the best strategies for developing reading flu-ency. Children should be provided with many opportunities to read the same passage (or story) orally several times. It is best if the adult reads the passage (paragraph, story) first and then has the child read and re-read the same text. Typically reading the text 4 times is suggested when focusing on improving fluency skills.

? Paired reading is another strategy to improve oral reading fluency. Using this strategy, you and your child read the words aloud together. Be sure to read at your child’s speed reading every word. Make sure your child is looking at each word as one of you points to the words. If your child reads the word incorrectly, say the word and then have your child immediately repeat the word.

Whether your child reads to you or you read to your child, be sure to talk about what was read. Asking open ended questions such as, "What did you think of….?, How would you feel if …..? What do you think might happen if…?" is better than asking questions which require a simple one word answer.

? When possible, help your child make a real life connection to the story. For example, after reading a story share an experience that the story made you think of from your childhood. Encourage your child to share his/her thinking or experiences. Having such discussions with your child sends the message that the purpose of reading is to understand and think about the text rather than just read words.

First 100 high frequency sight words

the

to

and

he

a

I

you

it

of

in

was

said

his

that

she

for

on

they

but

had

at

him

with

up

all

look

is

her

there

some

out

as

be

have

go

we

am

then

little

down

do

can

could

when

did

what

so

see

not

were

get

them

like

one

this

my

would

me

will

yes

big

went

are

come

if

now

long

no

came

ask

very

an

over

your

its

ride

into

just

blue

red

from

good

any

about

around

want

don’t

how

know

right

put

too

got

take

where

every

pretty

jump

green

four