Rate, Prosody, Accuracy, and Decoding
How quickly and accurately a student reads.
The use of expression, pitch, and rhythm during reading; reflects the reader's ability to convey meaning.
Correctly reading words without errors.
Translating text into speech using knowledge of letter-sound relationships.
1. Fluent reading allows congitive resources to focus on comprehension rather than decoding.
2. Poor fluency can directly impact comprehension by consuming mental energy needed for understanding the text.
95% accuracy or above. Texts at this level are suitable for independent reading without assistance.
90-94% accuracy. Suitable for guided reading with teacher support.
Below 90% accuracy. Texts are too difficult and may hinder reading development.
Repeated Reading with Feedback, Guided Repeated Reading Practice, Use of Running Records, Prosody Enhancement Activities, and Addressing Decoding Errors.
Students read the same passage multiple times to improve speed, accuracy, and expression.
Especially for students with low WCPM scores.
To assess and monitor reading progress over time.
Choral Reading : Reading together as a group to model fluent reading.
Reader's Theater: Performing scripts to practice expressive reading.
Phonics Instruction: Reinforce letter-sound relationships.
Sight Word Practice: Improve recognition of high-frequency words.
WCPM (words correct per minute), running records, and observation of prosody.
Measures reading fluency rate.
Assess accuracy, error patterns, and self-corrections
Note expression, phrasing, and attention to punctuation during oral reading.
Model Fluent Reading, Echo Reading, Partner Reading, and Phrase-Cued Reading
Teacher reads aloud to demonstrate fluent reading behaviors.
Teacher reads a sentence or passage; students repeat.
Students read aloud to each other, providing mutual support.
Text is marked to highlight natural phrasing.
Hesitation and Word-by-word reading, Monotone Reading (Lack of Prosody), Reading too quickly and skipping words, and Frequent Decoding Errors.
Hesitation and Word-by-Word Reading
Monotone Reading (Lack of Prosody)
Reading Too Quickly and Skipping Words
Frequent Decoding Errors
Tier I
Tier II
Tier III
Teach Vocabulary in Context, Use Visuals and Real-World Examples, Incorporate Active Learning Strategies, Semantic Mapping, and Games and Interactive Activities.
Enhances understanding and application of words and helps students see how words function within sentences.
Especially beneficial for English Language Learners (ELLs) and incorporate images, gestures, and real objects.
Semantic mapping (visual representations showing relationships among words) and games and interactive activities (engage students and reinforce learning).
Encounter words in reading, writing, speaking, and listening activities.
Use stories or scenarios to illustrate meanings.
Semantic maps, vocabulary quizzes, and contextual usage.
Assess understanding of word relationships.
Test knowledge of definitions and usage.
Have students use new vocabulary in sentences or discussions.
Pre-Teach Vocabulary, possible sentences, concept picture sort, and word-learning strategies
Introduce key words before reading to aid comprenhension.
Students create sentences using new words to predict content.
Categorize words based on shared characteristics
Teach use of context clues, word parts (prefixes, suffixes), and dictionaries.
Low vocabulary retention, struggles with abstract vocabulary, and disengagement during vocabulary lessons
Low Vocabulary Retention
Struggles with Abstract Vocabulary
Disengagement During Vocabulary Lessons
Comprehension
Pre-Teach Vocabulary and Background Knowledge, Use Think-Alouds, Practice Inferencing, Teach Summarizing, Graphic Organizers, and Teach Text Structures.
Activate prior knowledge to prepare for new content.
Teacher models thought processes during reading to demonstrate comprehension strategies.
Teach students to make logical guesses based on evidence and prior knowledge.
Help students identify main ideas and key details.
Use tools like story maps and cause-effect charts to organize information.
Explicitly instruct on organizational patterns of texts (e.g., sequence, compare/contrast).
Comprehension questions, retellings and summaries, think-aloud assessments, and guided partner reading with prompts.
Include literal, inferential, and evaluative questions.
Students recount the text in their own words.
Observe students' verbalized thought processes.
Students read together and discuss using guided questions.
Activate Prior Knowledge, Modeling and Guided Practice, and Explicit Instruction of Comprehension Strategies.
Use KWL charts (Know, Want to Know, Learned).
Gradual release of responsibility from teacher to student.
Teach specific strategies like questioning, visualizing, and predicting.
Difficulty with Complex Sentences, Struggles with Main Ideas and Details, Challenges with inferencing, and Poor Comprehension Despite Fluent Reading.
Difficulty with Complex Sentences
Struggles with Main Ideas and Details
Challenges with Inferencing
Poor Comprehension Despite Fluent Reading
A measure of reading fluency rate.
A visual representation of word relationships to enhance vocabulary understanding.
A strategy where the teacher verbalizes thoughts during reading to model comprehension processes.
Questions that require readers to make inferences or draw conclusions beyond the explicit text.
The ways in which information is organized in writing (e.g., cause-effect, problem-solution).
The components of fluency are rate, accuracy, prosody, and decoding. They all impact a reader's ability to understand and engage with the text. It allows students to focus on comprehension instead of decoding individual words.
Tier I: Basic, everyday words commonly used in conversation (e.g., run, jump). Tier II: High-frequency words used across various contexts by mature language users (e.g., analyze, predict). Ideal for explicit instruction. Tier III: Domain-specific related to particular subjects (e.g., ecosystem, photosynthesis). Tier II and Tier III are appropiate for explicit instruction due to its involvement directly and systematic teaching (Tier II). Meanwhile (Tier III) explicit instruction plays a crucial role, as it helps to build foundational skills and close knowledge gaps.
The purpose of comprehension strategies is to improve reading comprehension and help readers become more active and strategic. These strategies helps readers understand the text more deeply, make connections, and become better learners. Methods include using a variety of techniques before, during, and after reading, such as activating prior knowledge, making predictions, asking questions, summarizing, visualizing, and making inferences.
Appropiate Strategies for improving Fluency: Model fluent reading, repeated-readings of text, focusing on sight words, and using techniques like paired reading, choral reading, or echo reading. Additionally, techniques like timed readings, and reader's theater can help build fluency and confidence.
Appropiate Strategies for improving vocabulary: semantic mapping (visual representation showing relationships among words) and games and interactive activities (engage students and reinforce learning).
Appropiate Strategies for comprehension: Pre-Teach vocabulary and background knowledge, use think-alouds, practice inferencing, teach summarizing, graphic organizers, and teach text summaries.