Rasinski Article

1. What are the three dimensions of fluency? How can you assess each dimension?

• Accuracy in word decoding-sounding out words in a text with minimal errors. Can assess by calculating the percentage of words a reader can accurately decode on grade level material. An accuracy level of 90-95 is adequate.
• Automatic processing is expending as little mental effort as possible in decoding aspects. Can be assessed by looking at students reading rates. Calculate number of words read correctly in 60 seconds on a grade level passage. Readers who fall 20-30% below target rate will require additional instruction.
• Prosodic reading is when you parse the text into syntactically and semantically appropriate units. Can assess by listening to a student read grade level passages and then judge the quality of the reading using a rubric that scores a student on the elements of expression and volume, phrasing, smoothness and pace.

2. Rasinski refers to fluency as a “bridge” between decoding and comprehension. What does he mean by the bridge metaphor?

• This means that there is a process to get from decoding to comprehension. There is no way just to jump from one to the other so fluency is what takes you from one side to the other.

3. What instruction methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?

• Assisted and repeated readings: to hear what fluent readers sound like and how fluent readers interpret text with their voices
• Orally read a passage with a partner of the same level
• Have a more fluent reader read a passage with a less fluent reader
• Do repeated reading such as poetry and scripts that are meant to be read orally
• By modeling prosodic reading in the classroom, students will get a better idea of how they are supposed to read and speak.

4. Multidimensional Fluency Scale is used to measure prosodic quality of oral reading. List components of the MFS and describe what each refers to.

• Expression and volume

1. Quiet voice, doesn’t make it sound like natural language
2. Uses voice to make text sound like natural language, focuses on pronouncing words, quiet voice
3. Makes sound like natural language, slips into expressionless endings, voice volume appropriate
4. Good expressions and enthusiasm, varies expression and volume

• Phrasing

1. Monotone, reads word by word
2. Reads in two and three word phrases, choppy reading, improper stress, fails to mark end of sentences
3. Reads a mixture of run ons, mid sentence pauses, reasonable stress
4. Reads with good phrasing, adequate attention to expression

• Smoothness

1. Frequent extended pauses, hesitations, false starts, repetitions, multiple attempts
2. Several rough spots
3. Breaks smooth rhythm because of difficulties with words
4. Reads smoothly, resolves words and structure difficulties quickly, self-correction

• Pace

1. Slowly and laboriously
2. Moderately slow
3. Uneven mixture of fast and slow
4. Conversational pace, appropriate rate

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