Reading Fluency and Its Effect on Reading Comprehension Essay Example for Free

Reading Fluency and Its Effect on Reading Comprehension Essay As an elementary teacher, I have often thought reading fluency plays a large role in a child’s reading development. Few reading programs give fluency the recognition it deserves. Reading fluency has been a prominent and reliable benchmark for me, even when students have comprehension difficulties. Once fluency is assessed, the results were used to place students in their reading ability group. Often times, the fluent readers were placed in the high ability reading groups. In the past, our district used a reading program that gave very little focus to reading fluency and few strategies for improvement. It assessed fluency based on rate and accuracy—not prosody. The previous reading series also failed to assess the students’ comprehension after they read independently. The non-fluent readers spent so much effort on word identification; it is difficult for them to enjoy reading the selection. I believe this is one reason they enjoy being read to. Students can comprehend a story when it is read aloud to them, but it is their lack of fluency that inhibits comprehension when it is their turn to read. A current goal in our school improvement plan is to improve reading fluency; therefore, in this review of literature, I will examine reading fluency by focusing on how it affects comprehension. Literature Review The attention given to reading fluency has fluctuated throughout the years in education. It is currently gaining recognition and once again becoming an advertised component in most reading programs. According to Avanchan (2010), fluency is a critical element of reading and should be taught in every school. This Literature Review will focus on the following research questions: 1. What is reading fluency? 2. What strategies can be used to improve reading fluency? 3. How does reading fluency affect reading comprehension? What is reading fluency? Reading fluency is defined as the ability to recognize words rapidly and accurately. Under the reading fluency umbrella, there are three main components of fluency: accuracy, rate, and prosody (Nathan Stanovich, 2001). Reading accuracy is the ability to decode and recognize words correctly. Without reading accuracy, a young reader cannot interpret the author’s intent (Evanchan, 2010). To be considered an accurate reader a student has a strong knowledge of the alphabetic principle, ability to blend letters, and a significant bank of high frequency words (Hudson, Lane, Pullen, 2005). Reading rate refers to the speed one can read at with fluidity (Evanchan, 2010). This component of reading fluency is often described as a reader’s automaticity. With automaticity, a reader can effortlessly identify words in text (Evanchan, 2010; Hudson et al. , 2005); however, accurate word recognition alone is not a strong indicator of fluency. Speed also needs to be heavily considered. (Evanchan, 2005). Hudson et al. (2005) describe prosody as â€Å"the music of oral language† (p. 704). Prosody is what makes a reader enjoyable to listen to, because it includes appropriate phrasing, intonation, stress patterns, and duration (Hudson et al. , 2005). Prosodic reading suggests the reader has connected to the literature and understands what is being read (Hudson et al. , 2005). What strategies can be used to improve reading fluency? Numerous strategies can be used to improve reading fluency (Evanchan, 2010). One strategy that continues to hold valor is repeated reading, which is when students continuously read the same passage until they have reached a level of fluency (Mastropieri, Leinart, Scruggs, 1999). Once they have reached the predetermined level of fluency, they move to a more difficult passage. Hudson et al. (2005) suggested repeated reading is highly recommended for improving of fluency because it concentrates on all components of fluency: accuracy, rate, and prosody. Reader’s theater is another strategy where children practice repeated reading (Evanchan, 2010). Reader’s theater brings a new, more exciting approach to repeated practice. Like repeated reading, reader’s theater focuses on all three elements of reading fluency. Reader’s theater requires students to reread, memorize, and perform the text, which are key components to improving fluency. Adding dramatic performance to a student’s reading experience will positively affect the student’s expression, or prosody, a key component to reading fluency (Nathan Stanovich, 2001). Modeling fluency is essential so students can better understand what reading fluency sounds like. Proper modeling focuses on accuracy, rate, phrasing, and prosody (Worthly Broaddus, 2001). Evanchan (2010) suggested proper modeling gives students exposure to vocabulary above their independent reading level. Modeling allows students to be engaged with text they may wrestle with independently, and comprehension is also enhanced (Worthly Broaddus, 2001). The student’s engagement and evidence of comprehension suggests students’ listening comprehension level is at a higher level than their independent reading levels (Evanchan, 2010). How does reading fluency affect reading comprehension? There are five essential components to reading. They are phonemic awareness, phonics, fluency, vocabulary, and comprehension. Evanchan (2010), referred to the components as links in a chain, and comprehension is the link that secures the chain; however, if one of the four other components are missing, the ultimate goal of comprehension cannot be obtained. Before a higher level of reading can be obtained, a student must be able to decode the words in text (Nathan Stanovich, 2001). Without word recognition, a reader is likely to misinterpret the author’s intent. Misinterpreting the text can develop a barrier for comprehension (Hudson et al. , 2005). When looking at fluency on a larger scale, developing automaticity forms the bridge between reading fluency and comprehension. (Pikulski Chard, 2005). Although reading comprehension is not solely achieved through reading fluency, it certainly reflects upon it (2005). Automaticity and comprehension are intertwined and should not be separated during instructional modeling (2005). Doing so may affect the ultimate goal of developing meaningful responses to the text (Applegate, Applegate, Modla, 2009). Nathan and Stanovich (2001) and Hudson et al. (2005) agreed non-fluent readers have a difficult time focusing on comprehension because their cognitive capacity is limited, and they use all of their energy to decode words. Students who have efficient word identification and have achieved automaticity free up processing space so their cognitive resources can be used for comprehension and higher order thinking (Hudson et al. , 2005). Conclusion. There is a significant amount of information that acknowledges reading fluency’s effect on reading comprehension. Through automaticity and prosody, a bridge can be built between reading fluency and comprehension. Reading fluency needs to become an instructional focus in the classroom. While rate seems to get most of the focus, all three components of reading fluency need and deserve to be addressed equally. The earlier reading fluency strategies are administered, the greater chance the student has to becoming a reader who can respond to literature thoughtfully and with meaning, which is the ultimate goal. References Applegate, M. , Applegate, A. J. , Modla, V. B. (2009). Shes my best reader; She just cant comprehend: Studying the relationship between fluency and comprehension. Reading Teacher, 62(6), 512-521. doi:10. 1598/RT. 62. 6. 5 Evanchan, G. (2010). Fluency is a vital link in the comprehension chain. Ohio Reading Teacher, 40(1), 11-18. Retrieved from http://search. proquest. com/docview/577071584? accountid=28680 Hudson, R. F. , Lane, H. B. , Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how?. Reading Teacher, 58(8), 702-714. doi:10. 1598/RT. 58. 8. 1 Nathan, R. G. , Stanovich, K. E. (1991). The causes and consequences of differences in reading fluency. Theory Into Practice, 30(3), 176. Pikulski, J. J. , Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. Reading Teacher, 58(6), 510-519. Worthy, J. , Broaddus, K. (2001). Fluency beyond the primary grades: From group performance to silent, independent reading. Reading Teacher, 55(4), 334.

Irony in Kate Chopins Story of an Hour Essay -- Chopin Story of An Ho

Irony in Chopin's Story of an Hour    Irony is a useful device for giving stories many unexpected twists and turns. In Kate Chopin's "The Story of an Hour," irony is used as an effective literary device. Situational irony is used to show the reader that what is expected to happen sometimes doesn't. Dramatic irony is used to clue the reader in on something that is happening that the characters in the story do not know about. Irony is used throughout Chopin's "The Story of an Hour" through the use of situational irony and the use of dramatic irony. Situational irony is used in "The Story of an Hour" through Mrs. Mallard's reaction to her husband's death and the description of the settings around her at this time. Upon hearing the news of her husband's death, Mrs. Mallard "wept at once, with sudden, wild abandonment" (Chopin 213). It appeared to everyone that as a result of her husband's death, Mrs. Mallard was incredibly sad. She insisted upon being alone and retreated to her room. The sort of reaction she had seems like one typical to someone who had just lost a loved one. She experienced grief and shock. However, once she is alone in her room, the reader discovers another side of her emotions. Once she calms down, she whispers "Free, free, free" (Chopin 214), and the reader realizes that she is not having a typical reaction. Instead of being saddened by the loss of her husband, Mrs. Mallard is relieved. "She saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And s he opened and spread her arms out to them in welcome" (Chopin 214). Mrs. Mallard, instead of wondering who will support her in years to come, realizes that she will have no one binding her a... ...sease - of joy that kills" (Chopin 215). While all of the characters in the story think that Mrs. Mallard died of joy, the reader of the story knows otherwise. Mrs. Mallard actually died because she was heart-broken and shocked at the reality of her husband being alive. With the news of him being alive, her plans for a free, self-sufficient future are dashed. The use of irony is integral to the plot of "The Story of and Hour" by Kate Chopin. Situational irony is used to surprise the reader and add an interesting twist to Mrs. Mallard's discovery of her husband's death. Dramatic irony is used to give the reader insight into Mrs. Mallard's situation. The use of irony serves to make the story more interesting and the ending becomes a complete surprise to the reader. Works Cited Chopin, Kate. "The Story of an Hour." New York: Penguin Books, 1984.

Biodegradable Plastics from Cassava Starch

EWB-UK Workshop Guide Make your own Bio-Plastic Description A workshop focusing on the problems of plastics made by fossil fuels and a look into making your own bio-plastic. At a glance Total time: 1 hour Learning Styles: Visual, auditory, practical, participatory, teamwork Objectives: To learn about the challenges facing fossil fuel plastics and how to make your own bio-plastic Audience: Anyone Max/Min no. of participants: N/A (Dependant on amount of materials) Timetable Time| Activity| Equipment| 5 minutes| Welcome | | 15 minutes| Introduction| | 30 minutes| Practical| See material and tools list| minutes| Closing| Sign-ups for email| Materials Per batch of bio plastic (Ideally per person): * 100g of potato * 300cm3 of distilled water * 25ml of water * 3cm3 of hydrochloric acid or vinegar * 2ml pure glycerol * 3cm3 sodium hydroxide * Food colouring Tools * Grater * Pestle & Mortar * Strainer * Beaker/Jars * Measuring cylinder/jug * Weighing scales * Indicator Paper * Portable hob P reparation * Prepare equipment, tools and materials * Prepare sign-up sheets for new members Room requirements * An area suitable for doing hands on work and mixing liquids * Kitchen for source of heat.Use portable hobs if this isn’t possible Welcome (5 minutes) Introduce yourself: * Your Name * Position/Job/Organisation * Your role in the workshop * Relevant experience to the workshop (University, projects, work etc. ) Explain the learning objectives of the workshop to the audience: The purpose of the workshop is for participants to learn about the problems surrounding plastics made by fossil fuels. This is done in the introduction presentation. Afterwards, participants get to make their own bio-plastic in a hands-on practical. Participants will be able to take the plastic home with them at the end of the workshop.Introduction (15 Minutes) A presentation on the challenges facing fossil fuel plastics. Plastic is the common term used for a variety of synthetic or semi syntheti c materials used in manufacturing. Plastics are traditionally made from polymers and normally created from petroleum products. Plastics have become so popular to do their advantageous features. They are malleable, versatile and very cheap compared to other materials. The problem with plastics is their dependency on petroleum, i. e. oil. Currently about 8% of the world’s oil is used to make plastics.This is compared to 4% for raw materials and 4% for energy. The other major problem is waste; currently about 35% of litter is a plastic based product. Bio plastic currently offers one solution to the problem. Bio plastic is formed from renewable biomass sources such as vegetable oil or corn starch. Like conventional plastics; all bio plastics are biodegradable given enough time. However also like conventional plastics; some bio plastics take so long to degrade they are considered non-biodegradable. A significant number of bio plastics will only biodegrade given very specific condi tions.Most people assume the term bio plastic means it will biodegrade; it actually refers to its biomass source. This leads to the advantages and disadvantages of bio plastics: Advantages: They are made from plant based sources so don’t use any fossil fuels. Disadvantages: The majority of bio plastic manufacturing plants use oil or fossil fuels to power them. Currently there is still a need for fossil fuels for a large scale plant. When growing resources for bio plastic it can create large scale mono-cropping problems. This can lead to the destruction of areas like the rain forest.The solution is to produce bio plastic on a small scale with biodiversity in mind. The crop should be sustainable and the process should renewably powered. One method for doing this is to produce bio plastic from locally grown potatoes. The chemistry bit: Potato starch is made from two carbohydrate polymers, amylose and amylopectin. To make bio plastic the amylopectin needs to be broken down. This way the starch can be plasticised. For a more technical audience you may choose to extend this section and continue further with the science behind the process. Further reading will be required however.Practical (30 minutes) The step by step instructions for making the bio-plastic For making bio-plastic highly accurate measurements are not required 1. Grate about 100g of potato into a pestle & mortar 2. Add 100cm3 distilled water to the potato and grind in a pestle and mortar 3. Strain the liquid off, and repeat adding distilled water, grinding and straining twice more. 4. Leave to settle for 5 minutes 5. Strain the water off, leaving the starch behind. 6. Put 25ml water into a beaker and add 5g starch (10g wet) and 3cm3 hydrochloric acid (Use vinegar if you can’t get hold of it) and 2ml pure glycerol. 7.Bring to the boil for 15 minutes, ensuring it doesn’t boil dry 8. Using indicator paper and sodium hydroxide to neutralise the solution (probably about 3cm3). 9. Add a few drops of colouring to the mixture and mix in. 10. Pour the mixture out, and mould into your preferred shape. 11. Leave to dry out and set. Once the mixture sets the plastic is complete. The amount of glycerol used affects the stiffness of the mixture. The less glycerol used the stiffer the plastic will be. Closing (5 minutes) Final few words: * Announce next event or meeting * Distribute sign up lists (If applicable) * Open the floor to questions

Gender Roles Half Breed And Anne Of Green Gables

Both Half-breed and Anne of Green Gables are two texts that inherently glorify gender specific roles. It is not to say that gender roles carry with them only the negative connotation that many of us have given them, but with them they also bring the ability for many of us to grow into our personal identities. Maria and Anne accepted some gender roles and fought others but either way it was the journey that helped them to get to their personal identities. Half-Breed, the autobiography of Maria Campbell indicates throughout the book how gender roles affected her personal identity. This autobiography is written in the times when gender roles were the norm for males and females. The first incidence of this is when Maria Campbell’s Mother passes away and the family automatically relies on her to act as the mother figure for her younger siblings and Maria, knowingly or unknowingly, takes on this new role. I am highlighting this gender role because everything else Maria did throughout the novel became actions to help fulfill this motherly role to the best. She stopped her education to better take care of her family. She married not because she loved her partner but because she thought of all the securities it could bring to her family. Continuous self-sacrifice is a gender role that is generally associated with being a mother figure or even a female. Very early on in the novel we can see a glimpse of the expected gender role. This is indicated when her father is â€Å"disappointed†