![]() ![]() The progress overview component of the program allows me to monitor each student's progress with fluency readings and comprehension. It's been great for my readers who are reluctant to read aloud in front of others as they can record their reading without the pressure of reading aloud within a group or in a classroom environment. The immediate feedback that the students receive about their cold readings and independent practice readings provides an incentive for them to continue with their reading practice. The students have been able to navigate through the program steps on their own with ease and have been motivated to perform additional practice. My students are attending school remotely, so this program has been highly beneficial for addressing their reading fluency goals. The digital version of FLOW has been a game-changer for my classroom, especially for helping my ESOL and struggling readers.įlow Digital is an excellent reading fluency program that my tutoring students can work on independently at their own pace using appropriately leveled passages. Each passage starts with vocabulary, and during practice reads, students can click on any individual word to hear its correct pronunciation. The digital version is also great for my ESOL students. This student's cold read and hot read scores have improved with each passage. By the second day, they had noticed that everyone was engaged in their passages and wasn't paying any attention to them. They did not want any of their peers to hear them read aloud. The first day we used the digital version, this student's voice was so quiet and mumbled I could barely score the cold passage. This student is fiercely independent and is so proud of themselves for doing this without any help. One of my students who is significantly below grade level is participating along with everyone else. With the digital version of FLOW fluency, all of my students can work independently at their reading level and pace. As in most classes, my students are at a variety of reading levels. Digital FLOW fluency is working with all of my students they can easily navigate the system using their iPads. Using the digital version has freed up time for me to work with individual students or small groups during MTSS time. New York, NY: Logman.The change from the original FLOW reading fluency to the digital version in my classroom has been phenomenal. Content area reading: Literacy and learning across the curriculum, 6th edition. Remedial and Special Education, 25(4), 252–261. Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis. Newark, Delaware: International Reading Association. What research has to say about reading instruction (pp. Reading fluency: It’s development and assessment. New York, NY: Scholastic Professional Books. (2003) The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. Journal of Learning Disabilities, 50(2), 213–224. The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities: A Meta-Analysis. Helping students become accurate, expressive readers: Fluency instruction for small groups. Dubuque, IO: Kendall/Hunt Publishing Company. Fluency: Question, answers, evidence-based strategies. Reading Fluency Assessment and Instruction: What, Why, and How?. (1989) Repeated reading: Research into practice. Time the student when s/he reads the passage.Ĭouncil for Exceptional Children, the Division for Learning Disabilities (DLD) and the Division for Research (DR). ![]() The number of words read results can be graphed using a bar graph. The teacher or partner counts how words the student read in 1 minute. The student reads the same passage for 1 minute multiple times (3-5). Provide some practice time with non-assessment reading material before beginning the 1 minute timed reading. This score is as valid as calculating perfect correct or accuracy on longer readings. The teacher or partner counts the number of words read correctly in one minute (WCPM). Two copies of the assessment passage - one for the student and one for the teacherĬarefully select passage to be used, and determine the type of assessment information you want to gather:. ![]() Most timed repeated reading sessions should include 3-4 re-readings of the same text. books the student can read with 95% accuracy or above). Timed repeated readings should be done using books or passages the student has read before that are at an independent reading level (i.e. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |