Reading ency ency – the ability to read accurately, automatically, and with appropriate expressions – is still important, as overlooked components of literacy development tend to be overlooked. According to the National Assessment of Educational Progress (NAEP), 68% of US students I haven’t read it at a skilled level. By the fourth grade, students will be transferred from Learn to read In Read to learn. According to the survey, approximately 1.27 million public school students fell below NAEP BASIC. Fighting with the urgency of reading connected text. Understanding and dealing with flow is becoming increasingly urgent for both educators, administrators and parents.
Recently, Edsurge spoke Dr. Timothy RasinskyProfessor Emeritus of Literacy Education at Kent State University. He directs a reading clinic for struggling readers for over 20 years. With over 200 published articles and over 50 books on reading education, Rasinski has devoted nearly 40 years to studying the flow of reading and helping struggling readers become proficient. Ta. Stanford University studies in 2021 and 2023 identified him as Among the top 2% of scientists in the world.
Edsurge: Can you explain in detail why reading Fluency is such a critical component of overall reading comprehension?
Rasinski: The flow ency of reading comprehension is an important bridge that connects vocabulary research to understanding, and includes two main abilities: phonics (word decoding) and understanding (making meaning from text). It develops through extensive practice and consists of two important aspects.
- Automation: The ability to easily recognize words and concentrate on understanding. The problem is that there are students who learn phonics but don’t develop it to the next level that it becomes automatic recognition.
- Prosodic: Ability to read using expressions that reflect the meaning of the text. We often don’t consider it important in reading. Because we associate it with reading verbally, but most readers will tell you when they hear its inner voice when they read. We need to develop this ability to read not only verbally but also expressly in its internal voice when reading quietly.
Both autonomy and prosodicity are developed through intentional practice, so that athletes and musicians are swayed in their own territory.
It was an article written by Richard Allrington in 1983 that caught me in the concept of ency.Slowness: Ignored reading goals. “He writes that we all know how flowing is. Just listening to the kids reading a little will help you know if it’s a problem. The question, he said, is what we do about it. In 1983, there were not many answers. It was ignored. My point is that we have worked very hard to teach phonics and understanding that ency is left behind. Over the past 40 years, my work has sought to make flow ency a more central element in my reading curriculum.
Connie Jewel had been researching years ago, but unless your child is a skilled reader by the end of first grade, 88% of the time, they remain poor readers by the end of fourth grade. Looking at reading models, such as those by Jeanne Chall, Second and third graders are identified as the age at which children begin to develop urological ency. If flow ency ency is not taught and ignored in second and third grades, many children may not be able to cross that bridge.
How does ency ency fit current reading instructions and what misconceptions exist?
The flow ency of reading fits the model as a conceptual bridge from phonics to understanding, and the science of reading acknowledges its importance. The National Reading Panel, a group of experts gathered by Congress in 2000, explores the scientific basis for teaching reading. Identifying reading flow is crucial to teaching reading.
One common way to measure flow ency is read speed. The number of words that a child can read correctly in one minute. This is a good measure of autonomy, but unfortunately, for many well-intentioned teachers, reading flux has become a critical feature.
However, making children read faster doesn’t necessarily improve their overall reading comprehension. We want our children to become fast readers in the way of skilled adult readers. However, for struggling readers, this extensive reading must be done in a deliberate way.
The science of teaching reading is less clear than the science of reading itself. The challenge lies in how to make these scientific abilities attractive and authentic to children while remaining scientifically based. That is where the artistry of teaching reading emerges.
What strategies can teachers use to develop reading flow?
I would like to share five basic strategies that can be used to develop flow ency.
- Modeling fluent reading: Teachers and parents should regularly read to their children to show fluent reading.
- Reading support: This includes reading with audio, partners, or groups. Keystopping “Pairing Reading” program showed Significant improvements in overall reading comprehension.
- Wide reading: We want to encourage our children to read as much as possible.
- Read it over and over: This helps to improve the flow ency of practiced texts and generalize it elsewhere.
- The phrase: We want to help children learn to read in meaningful chunks rather than words.
The artistic aspect of flowing instruction lies in how teachers combine these elements. These five strategies are like the colour of the palette. Teacher’s art is choosing the factors that have the most impact on students and meet their specific needs.
How can teachers make sensible and authentic teaching?
It is effective to integrate flowing instructions throughout the curriculum. He used historical speeches, such as Martin Luther King’s “I Have A Dream” and John F. Kennedy’s first speech to create theatrical scripts for his readers. This approach can also be integrated with other subjects. In mathematics, teachers can write poetry and scripts that feature dialogues between geometric forms.
A study by my colleague Lorraine Griffiths found it A struggling reader in her class has made nearly two years of progress in just one year Use these methods. This approach shows that struggling readers usually make less than a year of progress with one year of instruction. Important Potential.
What approaches work for early identification and intervention?
Early identification and intervention are important. During the first grade, the average student should read about 30 words correctly per minute. If the student is far below this, it is when the intervention should begin.
Artistic instruction in reading must be creative and authentic and aesthetic. This approach can turn a passive reader into an enthusiastic learner. At our reading clinic, after the boy experienced this approach, he ended up writing enthusiastically and playing his own poems because he disliked reading.
John Dewey advocated school activities to reflect real-life experiences. You need to find a way to bring that authentic nature into the classroom. Unfortunately, it’s not just about completing worksheets that occur in some classrooms.
The key to effective, flowing instruction is to balance the science of reading and the art of teaching, providing intentional and intensive support while making the learning experience authentic and enjoyable for students. We need to allow our teachers to be artistic, creative, authentic and aesthetic in their teaching, not just in reading, but in everything they teach.
Want to learn more about the important role of flow ency? Dr. Rasinski shares insights and strategies on this On-Demand Webinar.
