Fluency Training. NetNews . Volume 4, Number 5

Institution	Learning Disabilities Association, Minneapolis, MN.
Titel	Fluency Training. NetNews . Volume 4, Number 5
Quelle	(2004), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Learning Activities; Curriculum; Reading Fluency; Reading Instruction; Teaching Methods; Reading Comprehension; Student Evaluation; Reading Materials + Suchen Sie Ihr Suchwort? Lernaktivität; Curricula; Lehrplan; Rahmenplan; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Schulnote; Studentische Bewertung
Abstract	In the past, researchers believed that reading fluency developed as a result of good word recognition skills; however, it is now believed that fluency must be explicitly taught and practiced orally in order to develop. Readers who are not fluent in reading will be less motivated to practice, have more difficulty learning academic content, and suffer poor comprehension of what they read. In contrast, a fluent reader has "automated" many of the decoding processes and is able to devote full attention to the meaning of the text. A parallel analogy is the difference between a beginning manual driver and an experienced manual driver. The new driver is more focused on the mechanics of the clutch and gas pedal (decoding), possibly at the expense of attending to traffic. The fluent driver has automated the process and is able to focus on the situation and the environment (comprehension). He or she drives smoothly and expertly and can easily move with the ebb and flow of traffic. Beginning adult readers' fluency is similar to the fluency of children learning to read. Current research indicates that readers of all ages and at all levels can benefit from oral fluency training. The five articles in this issue discuss the following topics: (1) "Fluency Training" defines fluency as the ability to read text accurately, quickly, and with good expression; (2) "Assessment" offers suggestions for measuring and improving rate and accuracy; (3) "Fluency Activities" recommends oral modeling of rate and accuracy; (4) "Using Authentic Materials" encourages teachers to use practice materials from the students' home, community, or workplace; and (5) "Curriculum and References" provides examples of published curricula for fluency activities. (ERIC).
Anmerkungen	Learning Disabilities Association of Minnesota, 4301 Highway 7, Suite 160, Minneapolis, MN 55416. Tel: 952-922-8374; Web site: http://www.ldaminnesota.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10