Effective Literacy Practices – Phrasing in Fluent Reading



although much attention is currently given to the importance of reading fluency the emphasis is often limited to measuring accuracy and rate but fluent reading is not merely a product of reading but a contributor to reading proficiency researchers have found a close relationship between fluency and reading comprehension consider the difference between two readers as they read the same text my tog Willie lets me to eat breakfast my dog will likes to eat breakfast in addition to speed and word recognition fluent reading involves expression appropriate phrasing and intonation g'night spaceboy sleep tight she said Pete had a big drum Larry had a big trumpet and tich had a little wooden whistle antigen seed grow and grow and grow oh my goodness it did an important feature of fluent reading is phrasing when readers pause appropriately between phrases clauses and sentences they can access language structure units that support the meaning of the text oh no mom called that the baby is crying again is he hungry again I'm hungry since the Frog I'm starving sesame and and the big brown beetle said what about me these teachers are thinking about what contributes to a child's phrased and fluent reading well I know that you've been thinking really hard about working with your students to help them become phrased and therefore reading there are some things that you think about let's say when selecting a book to foster that one of the very first things I think about is the child's interest their background knowledge their life experiences because I want to make sure that I'm choosing a book that they can relate to that they understand the message of the text so that as they're reading their phrasing in fluency kind of follows along because they understand what's happening in the story you know and something else that that I like to think about with my children is their oral language you know what in my conversations with them what am i noticing about their language their language structures are them and to really be thinking about that as far as book selection I want to be a careful observer of what the child knows means my job as their teacher to know what they know and not just in terms of the oral language but also in terms of letters and words and do they understand how books work do you understand the punctuation marks like when someone's talking or the places where your voices stop when you're reading so phrasing in fluent reading is influenced by a child's prior knowledge control of oral language structures and ability to recognize and quickly use visual information in print such as words and letter clusters what can teachers do to help children put all these sources of information together for phrased and fluent reading so sherry where do you tend to notice that your children are sounding phrase and that the fluency is coming along the best place for me to notice that is in their familiar reading these are books that they've seen before books that they love books that they've worked out all the tough stuff you know and it's about frees them up to kind of experiment with how they're reading sounds it's important that they can monitor on how they're reading them isn't it I got a plastic pool for my birthday if you wait a minute I'll show you what's in it awesome job you made it sound like talking great job effective teachers also understand the importance of selecting and introducing books that will support a child's phrased and fluent reading my son electing books that fit their natural language or is it going to be too much of a stretch because if it's too much of a stretch it won't come easy for the child as far as being putting it together to sound phrased and fluent you know in thinking about selecting books but with the goal of them sounding phrased and fluent those are some other things we have to think about it you know are are there a lot of unknown words in this book or there going to be enough words that the child knows and feels comfortable with that can that can help move them along a brief introduction to new books also supports phrased and fluent reading the teacher can make the children familiar with the story or plot as well as unusual language structures names and new words and teachers can support phrased and fluent reading by demonstration and prompting oh okay mom cries that the baby is crying again good job it's a good thing I can read to myself said space boys with us together it's a good thing I can read to myself since baseball and we're really good at listening to how you sound like talking this is not a stopping place but it is a slowing down place watch them as a shop puts here so we're not stopping but we're going to slow down that's a comma as they attempt to solve problems while reading flexible readers adjust their speed to suit demands of the text they slow down when working through things and speed it back up and they are fast with the things they know miss Lee said to her class it's time to go to the swimming pool I don't want to go swimming say Yasmine I don't I don't like the cold water but she had to go with the class to monitor a child's progress teachers can record how the child's reading sounded on the running record form did the reading sound like talk is the reader learning how to pause appropriately reading phrases and use punctuation pitch and stress to get the message and are these behaviors flexible and changing over time in summary fluent reading involves putting all sources of information meaning language structures and print knowledge together in an integrated and flexible manner to comprehend text when this happens phrased and fluent reading is not simply a product of reading but a major contributor to reading proficiency you you

Leave a Reply

Your email address will not be published. Required fields are marked *