The article by Rasinski about creating fluent readers
correlated with an experience I had in class. When I was reading the article in
class, I read 150 words a minute. Does this make me a fluent reader? According
to many educators, yes, I would be classified as a fluent reader. Does it
matter that I comprehended minimal amounts of the article but read it
quickly?
According to the article by Rasinski and Deeney, a fluent
reader needs to not only be able to process the text, but they must also
comprehend it. With today’s emphasis for fast readers, it is important for
future educators to know what qualifies as a true fluent reader. It takes time
for a student to develop the skills necessary to decode text, read smoothly, process
it with minimal effort, have the endurance to continue reading, and use correct
expression.
It is also important for us to know how to create an environment
conducive for testing reading fluency. In class last Thursday, we timed a
partner in reading and were told to mark whenever they made a mistake. This is
putting unneeded pressure on the student. As a college student, I experienced so much
pressure that I did not comprehend the text and only aimed at reading
accurately and quickly. If that is how it affected me, I can only imagine how
it would affect a young reader. We want to test a child’s reading fluency in a
manner that does not add undue stress.
What would you do to ensure your students are getting tested
for reading fluency in an environment that does not apply too much stress?
SIGHT WORD TWISTER! What an amazing idea. Not only does this help children with the concept of left and right, it also helps them master their words! How would you manage this game with approximately 25-30 students? What would you do to occupy the students who were not participating in the game at the moment?
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