Fluent Readers Article Response
1. What are three dimensions of fluency? How can you assess each dimension?
a. accuracy in word decoding: using phonics and other strategies to decode words
-assessed by calculating the number of words the child can decode at grade level
(90-90% is adequate)
b. automatic processing: expend as little mental effort as possible to decode words
-assessed by calcuating the child’s reading rate
c. prosodic reading: phrasing the text into appropriate units
-assessed by listening to a child read a grade level passage while looking at a rubric that scores a student on the elements of 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?
By saying that I think he meant that without fluency it would be hard for the child to connect the two and to become excellent readers. With fluency the child will be able to make the step from decoding words and sentences to fully understanding and comprehending what they read. When a child first begins reading and decoding words the reading can be somewhat choppy and broken up in bits and pieces. However, reading fluency makes their reading run much smoother. Then the child will be about to read and better understand what they are reading.
3. What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?
Rasinski said he uses assisted readings and repeated readings, because students need to hear about good fluent reading sounds like and how a fluent reader interprets the text with their voice.
4. Multidemisional Fluency Scale (MFS) is used to measure prosodic quality of oral reading. List components of the MFS and describe what each refers to.
a. expression and volume: read the words fluently like they come natural in a conversation, reads with enthusiasm and expression where necessary
b. phrasing: reads with good phrasing, pauses where necessary and not in mid sentences
c. smoothness: reads smoothly with some breaks, handles self-corrections smoothly
d. pace: reads at conversational pace, consistent rate throughout the whole text
