Well said! Wish more "fluency biggies" were listening!
----Original Message Follows----
From: "RASINSKI, TIMOTHY" <[EMAIL PROTECTED]>
Reply-To: "Mosaic: A Reading Comprehension Strategies Email
Group"<[email protected]>
To: "Mosaic: A Reading Comprehension Strategies Email
Group"<[email protected]>
Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
Date: Sun, 8 Jul 2007 21:51:38 -0400
Yes I absolutely agree Lori. My concern is that slow, halting, and
clearly laborious reading is fine as long as the child understands what he
or she reads. In my opinion, and I think you agree, such reading is a
concern that needs to be addressed. Modeling reading, wide reading, and
authentic repeated readings are three important ways to address this
concern.
Timothy Rasinski
404 White Hall
Kent State University
Kent, OH 44242
330-672-0649
Cell -- 330-962-6251
FAX 330-672-2025
[EMAIL PROTECTED]
informational website: www.timrasinski.com
professional development DVD: http://www.roadtocomprehension.com/
<https://exchange.kent.edu/exchweb/bin/redir.asp?URL=http://www.roadtocomprehension.com/>
________________________________
From: [EMAIL PROTECTED] on behalf of ljackson
Sent: Sun 7/8/2007 10:28 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
But Tim, the point of miscue is to work with the child to address those
issues which are impacting meaning and certainly think that halting heading
behaviors, unnecessary rereading and even over-correcting can certainly be
impacting oral fluency. Again, is it wide and successful reading that
builds fluency or fluency that ensures wide and successful reading. I
suppose a bit of both, don't you?
Lori
On 7/8/07 4:06 PM, "RASINSKI, TIMOTHY" <[EMAIL PROTECTED]> wrote:
> I applaud the child who reads haltingly in grades 2, 3, 4, 5 and
comprehends
> well. However, if that student is still reading haltingly in the middle
and
> high school grades it is going to catch up with him/her. A few years
ago I
> worked with 9th graders in Chicago, more than a few of whom were reading
at a
> rate of 20-30 words per minute on 8th grade passages. These students
were
> ready to drop out of school they were so frustrated.
>
> If a normal achieving 9th grader reads at a rate of say 160 words per
minute,
> any one hour reading assignment given to the student reading at 30 words
per
> minute now becomes a 5 hour assignment. I would offer that this student
is
> frustrated and, to be honest, I can understand their frustration.
>
> Unless we attempt to address these problems in the elementary grades we
are
> likely to end up with high school students (assuming they don't drop out
> before high school) who are much like the ones I found in Chicago (and
around
> the country).
>
> I think we need to take a look at the big picture. Are we really doing
> children a favor and ignoring their slow, halting, labored reading in the
> primary grades because they seem to be understanding what they read?
Just
> thinking out loud here.
>
> Timothy Rasinski
> 404 White Hall
> Kent State University
> Kent, OH 44242
> 330-672-0649
> Cell -- 330-962-6251
> FAX 330-672-2025
> [EMAIL PROTECTED]
> informational website: www.timrasinski.com
> professional development DVD: http://www.roadtocomprehension.com/
>
<https://exchange.kent.edu/exchweb/bin/redir.asp?URL=http://www.roadtocomprehe
> nsion.com/>
>
> ________________________________
>
> From: [EMAIL PROTECTED] on behalf of Waingort Jimenez,
Elisa
> Sent: Sun 7/8/2007 11:24 AM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
>
>
>
> Hi Tim,
> I don´t think anyone is saying that fluency is worthless. I think the
> question was about a child who can read silently with comprehension but
reads
> haltingly aloud. I still believe that there is no cause to worry in this
> case. To me, it´s the same issue that comes up when people say that
until
> children can name the letters of the alphabet and the sounds of those
letters,
> they shouldn´t be writing. I´m still not convinced that reading aloud
> fluently is important if the child reads silently (probably fluently) and
with
> comprehension. As others have noted, reading aloud is a performance and
some
> people don´t do well when they´re on stage.
> Any thoughts?
> Elisa Waingort
> Calgary, Canada
>
> Fluency can be a troubling concept
> -- I agree; but please don't decide that it is worthless because of the
> way some experts recommend it be taught. If done appropriately, I
> think (I know from my own clinical and classroom work) that it can be
> life saver for many students.
>
>
> Timothy Rasinski, Ph.D.
> Reading and Writing Center
> 404 White Hall
> Kent State University
> Kent, OH 44242
>
> email: [EMAIL PROTECTED]
> Phone: 330-672-0649
> Cell: 330-962-6251
> Fax: 330-672-2025
> Informational website: www.timrasinski.com
> Professional Development DVD: http://www.roadtocomprehension.com/
>
>
> -----Original Message-----
> From: [EMAIL PROTECTED]
> [mailto:[EMAIL PROTECTED] On Behalf Of Zoe Jackson
> Sent: Saturday, July 07, 2007 8:35 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
>
> Your third paragraph sounds so sensible to me. I've had a gut feeling
> recently that fluency is the present education craze, but a passing
> phase. It is an easy improvement to be able to measure, but does it
> actually develop comprehension skills. Thanks for your knowledgeable
> input.
> Zoe
> On Saturday, July 7, 2007, at 09:10 PM, elaine garan wrote:
>
>> I'm not Tim, but I'll jump in here with a thought that might put your
>> experience in a different perspective.
>>
>> Do you think it's possible that when he's reading aloud, he's so
>> focused on how he sounds that he isn't thinking about what he's
>> reading? This happens to me. When I'm reading in front of an audience,
>> very often, I have no idea of what I've read. Maybe this is a sign
> that
>> he's a mature reader. How often do any of us read aloud? How often do
>> we worry about how fluently we read or how we sound? And when we do
>> worry about that, what happens to our comprehension? Most of us do
> most
>> of our reading silently.
>>
>> Beyond beginning reading, beyond first grade, there is a zero
>> correlation between fluency and comprehension. In fact, fluency (in
>> terms of a focus on wpm and even prosody) can actually interfere with
>> comprehension because the reader is thinking about that performance
>> aspect instead of meaning, especially if he or she is being timed. .
>> The research supports that. So maybe this boy is a fluent as he needs
>> to be. And if he's reading silently with comprehension, then why worry
>> about how he sounds when he reads aloud since most of mature reading
>> and even reading for tests is silent anyway?
>>
>>
>> On Saturday, July 7, 2007, at 05:53 PM, [EMAIL PROTECTED] wrote:
>>
>>> Yes he can. When he reads aloud he rereads constantly and has hardly
>>> any
>>> comprehension. If I ask him to read a page silently and tell me what
>>> it's about
>>> he can. He's a mystery.
>>>
>>> Sue
>>>
>>>
>>>
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>>
>>
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>
>
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--
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD 57555
http:www.tcsdk12.org
ph. 605.856.2211
Literacies for All Summer Institute
"Literate Lives: A Human Right"
July 12-15, 2007
Louisville, Kentucky
http://www.ncte.org/profdev/conv/wlu
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