Creating Fluent Readers

Creating Fluent Readers by Timothy Rasinski 

Post your responses to the following questions for this assignment. Your responses are due November 2nd.

    What are the three dimensions of fluency? How can you assess each dimension?

• Accuracy in Word Decoding – To assess this dimension of fluency you calculate the percentage of words a reader can accurately decode on grade level material. An accuracy level of 90 – 95 is considered adequate.
• Automatic Processing – This can be assessed by looking at the students reading rate. Have students orally read a grade level appropriate passage for 60 seconds. Then calculate the number of words read correctly.
• Prosodic Reading – Listen to a student read a grade level appropriate passage. Then judge the quality of reading using a rubric that scores a student on the elements of expression, 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?

Students need to be able to quickly interpret the words that they encounter, which helps them become better readers when students can easily and fluently read a story, then their comprehension increases. Fluency is essential for a student to comprehend what they are reading.

3.    What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?

Rasinski suggests using assisted readings and repeated readings to help students with automatic and prosodic reading.

In assisted reading, the teacher reads a portion of text to the class.  Then she asks the students to follow along, first silently then orally, as she continues to read.  Assisted reading can take other approaches:  two students at the same reading level may read orally to each other, higher fluency readers may read with struggling readers, or students listen to a recorded passage read by a fluent reader.

Repeated readings allow the student to have valuable practice at reading which leads not only to fluency but also to decoding, prosodic reading, and comprehension of the text.   

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).

The Multidimensional Fluency Scale (MFS) is a rubric which is based on a scale from one to four. The components include: Expression and Volume, Phrasing, Smoothness, and Pace.

Expression and volume is the learners’ ability to interpret the text into appropriate spoken phrases, changing their tone and volume when appropriate.

When a student does well with Phrasing, they can read words smoothly in a sentence, they use appropriate voice changing and their pitch changes when necessary. Proper pauses and expression are also used.

Smoothness means that a reader can flow through a reading without frequent pauses and stops.

Pace is when a student can read consistently at a conversational speed.