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Solved by verified expert :Week 5 – Discussion 1 Reading Fluency
Chapter 9 of our text goes into depth about the importance of fluency instruction. In Section 9.2, the author lists five different methods for helping children to become more fluent readers (Coats, 2013). For this discussion, find your assigned method for improving fluency instruction below, according to the first letter of your last name:
A – G: Modeling fluent reading
For the method you are assigned, discuss the following three questions:

How can you incorporate this idea into your classroom?
What signs will you look for to indicate that this approach is improving fluency?
How can you encourage and support parents to use these fluency strategies at home?
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Introduction CHAPTER 9 O nce students have developed a basic grasp of how marks on a page translate into meaningful words that they can recognize and make sense of, the next step is for them to develop fluency in their reading. Fluency is crucial to reading success because of its relationship to automaticity , memory, and motivation. Fluent readers don?t need to labor over individual words; they automatically recognize most of the words they read and are able to use context and other strategies to figure out new words. Automa- ticity allows students to consider meaning as they read. Because they are not constantly struggling to puzzle out individual words, their memories are free to engage in putting together sequences of events into meaningful streams and to draw on their various multi- literacies to create an inner movie of what they are reading. They are involved in the content, rather than the process of reading it, and thus they are motivated by the desire to find out what happens, how it compares with what they have predicted or experienced in their own lives, how it feels to live the adventure alongside the character, and how the language shapes the experience. Developing fluency in reading is key to future success in school. According to a report prepared by the Annie E. Casey Foundation, ?Reading proficiently by the end of third grade . . . can be a make-or-break benchmark in a child?s educational development? (Fies- ter, 2010, p. 9) because third to fourth grade marks the time of transition from learning to read to reading to learn. Helping children become proficient in the reading?that is, not only word recognition and decoding but also meaning-making from text?of both fiction and nonfiction is key to their future success in school as well as their pursuit of reading as a lifelong pleasure. Consider the last time you learned a new skill. At first, you were likely wholly dependent on the instructional method you were using to learn, whether it be a book of instructions, a video, or the guidance of a teacher. You needed to keep referring to that resource to make sure you were completing the steps with the proper form and sequence. For instance, perhaps you learned to knit using a book that included pictures and words to explain the process. Every time you picked up your needles and yarn, you looked at the pictures and compared them to what your hands looked like to see if they were positioned cor- rectly. As you practiced, you eventually only had to refer to the pictures occasionally, and soon not at all. As your confidence increased, you were able to knit without giving the individual steps your full attention. You moved from simple to more complex patterns, you learned how to fix mistakes, and your products became more and more professional looking and satisfying. You became a competent, fluent knitter, and you experienced joy in your accomplishment as well as a desire to continue its practice. But if, for some reason, you had been unable to wean yourself from constantly consulting the instructions, you probably would have eventually given up, figuring that knitting was something you just weren?t going to be able to master. Unless you can develop fluency in a particular skill, you are unlikely to ever see it as an enjoyable part of your daily life. Recalling such an experience should help you be sensitive to what children are going through as they learn to read. With any new skill, the path of progress from initial attempts to mastery largely determines your eventual enjoyment of that skill. Some people get frus- trated easily and give up, while others see failure as a motivational force that encourages them to try even harder, so there is definitely a degree of personal temperament in the mix of learning something new. Regardless of how difficult individual children find the process of learning to read, or how their temperaments respond to difficulty, all children
Show entire document Running Head: MODELLING FLUENCY Modelling Fluency
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Date of Submission: MODELLING FLUENCY 2 Introduction
Being able to develop fluency is the source of success in schools in… The best way to approach your question… View the full answer

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