1. What are the three dimensions of fluency? How can you assess each dimension?
a. Accuracy in word decoding – Calculate the percentage of words a reader can accurately decode on grade-level material. An accuracy level of 90-95% is considered adequate.
b. Automatic processing – Assessed by looking at the student’s reading rate. Reading rates increase as children mature. Have students orally read a grade-level passage for 60 seconds, and then calculate the number of words read correctly.
c. Prosodic reading – The best way to assess prosodic reading is to listen to a student read a grade-level passage and then to judge the quality of the reading using a rubric that scores a student on the element of expression and volume, phrasing, smoothness, and pace
2. Rasinski refers to fluency as a “bridge” between decoding and comprehension. What does he mean by the “bridge” metaphor?
a. I believe that the bridge metaphor means that you must have fluency in reading in order to cross the bridge and comprehend stories that you have read.
3. What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?
a. Rasinski suggest using repeated readings and assisted readings. In assisted readings, students would read with a partner, or echo after the teacher. In repeated readings the student has the opportunity to read the same selected passage over and over again.
4. Multidimensional Fluency Scale (MFS) is used to measure prosodic quality of oral reading. List components of the MFS and describe what each refers to (p. 49).
a. Expression and Volume – has enthusiasm while reading, expressions and volume of voice match the students interpretation of the passage
b. Phrasing – Pauses at correct spots while reading, doesn’t read word by word
c. Smoothness – No unnecessary pausing or hesitation
d. Pace – Reads at a conversational pace, consistent pace throughout passage.
1. What are the three dimensions of fluency? How can you assess each dimension?
a. Accuracy in word decoding – Calculate the percentage of words a reader can accurately decode on grade-level material. An accuracy level of 90-95% is considered adequate.
b. Automatic processing – Assessed by looking at the student’s reading rate. Reading rates increase as children mature. Have students orally read a grade-level passage for 60 seconds, and then calculate the number of words read correctly.
c. Prosodic reading – The best way to assess prosodic reading is to listen to a student read a grade-level passage and then to judge the quality of the reading using a rubric that scores a student on the element of expression and volume, phrasing, smoothness, and pace
2. Rasinski refers to fluency as a “bridge” between decoding and comprehension. What does he mean by the “bridge” metaphor?
a. I believe that the bridge metaphor means that you must have fluency in reading in order to cross the bridge and comprehend stories that you have read.
3. What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?
a. Rasinski suggest using repeated readings and assisted readings. In assisted readings, students would read with a partner, or echo after the teacher. In repeated readings the student has the opportunity to read the same selected passage over and over again.
4. Multidimensional Fluency Scale (MFS) is used to measure prosodic quality of oral reading. List components of the MFS and describe what each refers to (p. 49).
a. Expression and Volume – has enthusiasm while reading, expressions and volume of voice match the students interpretation of the passage
b. Phrasing – Pauses at correct spots while reading, doesn’t read word by word
c. Smoothness – No unnecessary pausing or hesitation
d. Pace – Reads at a conversational pace, consistent pace throughout passage.
November 15, 2009 at 5:42 pm
Good job on relaying the information!!
November 15, 2009 at 5:44 pm
For some reason, there is strange “stuff” in front of your responses that I don’t think you meant to be there, you might want to check it out