How to Build Fluency - Suggestions by Dr. Connie Hebert
Is the child sounding out every l-e-t-t-e-r?
This habit often stops the flow of the story. When this happens, there is little, if any, fluency and this can limit comprehension.
So what do we do about this habit?
Does the child read word by word?
In beginning readers, we encourage children to point to their words so that directionality and voice/print match will be firmly and consistently established. This means that while they’re reading, they don’t add any words, take away any words, skip any lines, or miss any pages. Once these early strategies are in place, however, the reader needs to begin to use his/her eyes to scan.
So what do we do about ‘word by word’ readers?
Does the child look up and wait?
If the text is too difficult or when readers don’t know what else to do, they simply ‘look up’ off the page and wait for someone to rescue them! Teachers can deal with this habit by frequently reminding the child that looking up will not help, and then jump in with a verbal prompt that will promote an action from the reader.
Examples of verbal prompts:
This habit often stops the flow of the story. When this happens, there is little, if any, fluency and this can limit comprehension.
So what do we do about this habit?
- Say, “What can you do to help yourself?” If they don’t know, remind them of a few key strategies such as first sound, rereading, and looking for known chunks within the word.
- Prompt the reader to look for parts that they know in the word, search the pictures and check the first sound, look for common endings, break apart the word with their finger, etc.
- Increase daily practice with sight words (both while reading and writing) so that a strong bank of frequently used words are instantly recognized. This will increase confidence and free the student’s attention for problem solving new and difficult words.
- Add writing instruction (shared writing and interactive writing) to reading instruction time; both in small group and whole group settings.
Does the child read word by word?
In beginning readers, we encourage children to point to their words so that directionality and voice/print match will be firmly and consistently established. This means that while they’re reading, they don’t add any words, take away any words, skip any lines, or miss any pages. Once these early strategies are in place, however, the reader needs to begin to use his/her eyes to scan.
So what do we do about ‘word by word’ readers?
- Encourage the reader by saying, “Now read it with your eyes. You don’t need your finger anymore!” You could also say, “Now try it again and use your eyes to read it like you talk.”
- Flash sight word phrases daily. This will increase instant recognition of sight words while also building visual scanning and fluent phrasing skills. Tell your readers to ‘read them fast’ and play games with phrases so that the task is fun and engaging.
- When a child is reading word-by-word you might say, “I’ll read a page, you read a page.” Just by hearing you read fluently, the child begins to imitate the way you sound. Modeling is extremely important and it works like magic!
- Say, “Try that again and this time, put your words together like you talk.”
Does the child look up and wait?
If the text is too difficult or when readers don’t know what else to do, they simply ‘look up’ off the page and wait for someone to rescue them! Teachers can deal with this habit by frequently reminding the child that looking up will not help, and then jump in with a verbal prompt that will promote an action from the reader.
Examples of verbal prompts:
- “Did you make the first sound? Try it.”
- “Why did you stop?”
- “Did you remember to check the picture?”
- “Tell me what’s happening in the story?”
- “What part of that word do you know?”
- “Why are you looking up? That won’t help you. What else can we do?”
- “Use your finger to break that word up. Now try it.”