1. What are the three dimensions of fluency? How can you assess each dimension?
Accuracy in word decoding — readers must be able to sound out words in a text with minimal errors. To assess this dimension you calculate the percentage of words a reader can accurately decode on grade-level material.
Automatic processing – readers need to expend as little mental effort as possible in the decoding aspect of reading so they can use their finite cognitive resources for meaning making. To assess this dimension you look at student’s reading rate. Have students orally read a grade-level passage for 60 seconds and count the number of words read correctly. Then compare it to the target rate.
Prosodic reading – readers must parse the text into syntactically and semantically appropriate units. To assess this dimension you listen to students read a grade-level passage and judge the quality of the reading using a rubric that scores a student on 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?
He means that fluency is what connects decoding and comprehension.
3. What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?
Assisted readings – teacher reads a passage first, and then has students read along silently and then out loud as a group. Sometimes students read with a partner either on their reading level or with a fluent reader. Sometimes students read silently while listening to the story on tape.
Repeated readings – students read the same text over and over until they get it correct 100%. The students then orally interpret the text they have been working on. Sometimes teachers have the students perform their reading in front of the class.
Coaching – the teacher coaches students by making them aware of their own interpretations of the text and moving them toward deeper levels of interpretations and meanings.
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).
Expression and Volume – 1. reads words as if simply to get them out. Reads quietly. 2. Begins to use voice to make text sound like natural language in some areas of the text but not in others. Still reads quietly. 3. Makes text sound like natural language throughout the better part of the passage. Voice volume is generally appropriate throughout the text. 4. Reads with good expression and enthusiasm throughout the text. Volume varies to match his or her interpretation of the passage.
Phrasing – 1. Reads in monotone with little sense of phrase boundaries. 2. Frequently reads in two- and three-word phrases, giving the impression of choppy reading. 3. Reads with a mixture of run-ons, mid-sentence pauses for breath, and some choppiness. 4. Generally reads with good phrasing, mostly in clause and sentence units, with adequate attention to expression.
Smoothness – 1. Makes frequent extended pauses, hesitations, false starts, sound-outs, repetitions, and/or multiple attempts. 2. Experiences several “rough spots” in text where extended pauses or hesitations are most frequent and disruptive. 3. Occasionally breaks smooth rhythm because of difficulties with specific words and/or structures. 4. Generally reads smoothly with some breaks, but resolves word and structure difficulties quickly, usually through self-correction.
Pace – 1. Reads slowly and laboriously. 2. Reads moderately slowly. 3. Reads with an uneven mixture of fast and slow pace. 4. Consistently reads at conversational pace.
