A Focus on Fluency: How One Teacher Incorporated Fluency With Her Reading Curriculum
Reading fluency has been identified as a key goal for the elementary school reading curriculum. Despite its theoretical importance in reading development and research that has demonstrated its effectiveness in improving reading performance, many teachers are not familiar with effective methods of in...
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| Veröffentlicht in: | The Reading teacher 2004-10, Vol.58 (2), p.126-137 |
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| container_title | The Reading teacher |
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| creator | Griffith, Lorraine Wiebe Rasinski, Timothy V. |
| description | Reading fluency has been identified as a key goal for the elementary school reading curriculum. Despite its theoretical importance in reading development and research that has demonstrated its effectiveness in improving reading performance, many teachers are not familiar with effective methods of instruction for reading fluency and ways for integrating reading fluency with the overall classroom reading curriculum. This article details the three‐year journey of one fourth‐grade teacher to make reading fluency an integral part of her reading curriculum. Using Readers Theatre, partner reading, writer's craft passages, and a limited focus on timed readings helped her develop a fluency curriculum that students found engaging and productive. Data from three years of implementation of the fluency curriculum indicate that students have made substantial gains in various aspects of reading development. Moreover, those gains have been greater than those found in years prior to the implementation and integration of fluency instruction with the reading curriculum. |
| doi_str_mv | 10.1598/RT.58.2.1 |
| format | Article |
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Despite its theoretical importance in reading development and research that has demonstrated its effectiveness in improving reading performance, many teachers are not familiar with effective methods of instruction for reading fluency and ways for integrating reading fluency with the overall classroom reading curriculum. This article details the three‐year journey of one fourth‐grade teacher to make reading fluency an integral part of her reading curriculum. Using Readers Theatre, partner reading, writer's craft passages, and a limited focus on timed readings helped her develop a fluency curriculum that students found engaging and productive. Data from three years of implementation of the fluency curriculum indicate that students have made substantial gains in various aspects of reading development. Moreover, those gains have been greater than those found in years prior to the implementation and integration of fluency instruction with the reading curriculum.</description><subject>action</subject><subject>Angelou, Maya (1928-2014)</subject><subject>automaticity</subject><subject>Beginning Reading</subject><subject>Child Health</subject><subject>childhood</subject><subject>Children</subject><subject>Childrens literature</subject><subject>Curricula</subject><subject>Curriculum</subject><subject>Elementary education</subject><subject>Fluency</subject><subject>Grade 4</subject><subject>Grade levels</subject><subject>Independent Reading</subject><subject>Informal Reading Inventories</subject><subject>instructional</subject><subject>Learning</subject><subject>methodology</subject><subject>Methods</subject><subject>oral</subject><subject>rate</subject><subject>Reading comprehension</subject><subject>Reading Fluency</subject><subject>Reading Improvement</subject><subject>Reading Instruction</subject><subject>Reading Programs</subject><subject>Reading rate</subject><subject>Reading Skills</subject><subject>Reading teachers</subject><subject>Silent Reading</subject><subject>strategies</subject><subject>Student Teachers</subject><subject>Students</subject><subject>Study and teaching</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>Textual criticism</subject><issn>0034-0561</issn><issn>1936-2714</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AVQMV</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>K50</sourceid><sourceid>M1D</sourceid><sourceid>M2O</sourceid><recordid>eNqN0s1v0zAYB-AIgUQZHLiDZHHjkOCPJHa5lWr9QNWqZYEdLdd9naWkcWcnGv3v8VToqFQk4kMU-_HvjfMmit4SnJBsKD4VZZKJhCbkWTQgQ5bHlJP0eTTAmKUxznLyMnrl_QaHSwg8iMoRmljde2RbNGl6aPX-M5rZB7RsAZWg9B04NG-1dTvrVAfrPwrd1t0dmoXVAtS6bis07p2rdd_029fRC6MaD29-3y-ib5PLcjyLF8vpfDxaxDoT4XWoJikHRoUBpokxBDgYxsmQ4hWhRIFRdMUygSnJdE4N4Zrr8KSIWZuVSdlF9OGQu3P2vgffyY3tXRtKSooZ5SKUCSg-oEo1IOvW2M4pXUELTjW2BVOH6RGhLOc8Jfgp9MTrXX0v_0bJGRTGGra1Ppv68WRDMB387CrVey_nN1f_bcV0cWrjc1bbpoEKZPjc4-XZbO2s9w6M3Ll6q9xeEiwf_yBZlDITkkoS7LuDhdDXo7v8mouUCfJU-iGcdf_vHFkWZUEfu_X-4De-s-7oKaY4S0Onjnm1D0c4riv3Q-ac8UzeXk3lzZdFev39mkrMfgFLu-Ix</recordid><startdate>200410</startdate><enddate>200410</enddate><creator>Griffith, Lorraine Wiebe</creator><creator>Rasinski, Timothy V.</creator><general>Blackwell Publishing Ltd</general><general>International Reading Association</general><general>International Reading Association, Order Department</general><general>International Literacy Association</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8GL</scope><scope>ISN</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8A4</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K50</scope><scope>LIQON</scope><scope>M0P</scope><scope>M1D</scope><scope>M2O</scope><scope>M6I</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>200410</creationdate><title>A Focus on Fluency: How One Teacher Incorporated Fluency With Her Reading Curriculum</title><author>Griffith, Lorraine Wiebe ; 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Despite its theoretical importance in reading development and research that has demonstrated its effectiveness in improving reading performance, many teachers are not familiar with effective methods of instruction for reading fluency and ways for integrating reading fluency with the overall classroom reading curriculum. This article details the three‐year journey of one fourth‐grade teacher to make reading fluency an integral part of her reading curriculum. Using Readers Theatre, partner reading, writer's craft passages, and a limited focus on timed readings helped her develop a fluency curriculum that students found engaging and productive. Data from three years of implementation of the fluency curriculum indicate that students have made substantial gains in various aspects of reading development. Moreover, those gains have been greater than those found in years prior to the implementation and integration of fluency instruction with the reading curriculum.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1598/RT.58.2.1</doi><tpages>12</tpages></addata></record> |
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| ispartof | The Reading teacher, 2004-10, Vol.58 (2), p.126-137 |
| issn | 0034-0561 1936-2714 |
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| source | Wiley Online Library Journals Frontfile Complete; Jstor Complete Legacy; Education Source |
| subjects | action Angelou, Maya (1928-2014) automaticity Beginning Reading Child Health childhood Children Childrens literature Curricula Curriculum Elementary education Fluency Grade 4 Grade levels Independent Reading Informal Reading Inventories instructional Learning methodology Methods oral rate Reading comprehension Reading Fluency Reading Improvement Reading Instruction Reading Programs Reading rate Reading Skills Reading teachers Silent Reading strategies Student Teachers Students Study and teaching Teachers Teaching Methods Textual criticism |
| title | A Focus on Fluency: How One Teacher Incorporated Fluency With Her Reading Curriculum |
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