Fluency and Comprehension

¶ … fluency comprehension? Locate a current journal article related fluency connection comprehension. Your personal interests guide choice topic. It focus a grade level, an approach teaching fluency find interesting, fluency special students, helping English Language Learners develop fluency. Fluency represents the ability to read text rapidly, correctly, and with the right expression.

Veda Neumann, Dorothy Ross, and Anita Slaboch's article "INCREASING READING COMPREHENSION OF ELEMENTARY STUDENTS THROUGH FLUENCY-BASED INTERVENTIONS" provides a complex understanding of how fluency can be used with the purpose to assist students in getting a more complex understanding of texts they came across. The study determined that students who had problems reading text rapidly, correctly, and with the right expression were also unable to have a proper comprehension of these respective texts.

In order o determine if they could use fluency-related strategies in order to help students get a better understanding of the texts they read, researchers got actively involved in a series of activities that were each meant to assist students.

"The interventions implemented were three 20-minute weekly sessions consisting of one session of reader's theater activities including choral reading, echo reading, and poetry, and two sessions of partner reading during which student pairs engaged in repeated oral reading and reading along silently while listening as oral reading was modeled." (Neumann, Ross, & Slaboch) Teachers constantly stood by students and provided them with examples of reading fluently. This was meant to assist students in being able to observe fluent reading and to then try to replicate it themselves. Part 2.

Reading with partners, choral reading, and watching a model reader are all essential elements in the process of teaching students how to read fluently. Consequent to going through experiences designed to fit their needs, students gradually come to improve their fluency and to actually get a better understanding of the texts they are reading. In addition to being observed by their teachers, students were also encouraged to monitor themselves in order to see how practice makes it possible for them to improve their fluency.

"We conclude that making the students aware of the three elements of fluency: prosody, rate, and automaticity contributed to their ability to self-monitor and to set goals for improvement." (Neumann, Ross, & Slaboch) One of the most intriguing things about the study involved students' limited ability to determine the degree to which their fluency has been appreciated by others.

In some cases even though students considered that they made significant progress consequent to being taught more, these children were unable to observe whether or not others also believed that they had experienced progress. This brings on a series of.