A focus on fluency: reading fluency instruction for tier 2 and tier 3 students at Lancashire Elementary School
Date
2016
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Publisher
University of Delaware
Abstract
The primary focus of this ELP is to provide information to teachers about reading fluency in order to strengthen reading fluency instruction in grades two through five at Lancashire Elementary School. More specifically, this project offers fluency instruction methods and strategies for teachers who provide tier 2 and tier 3 reading instruction in order to boost student reading proficiency. In order to achieve this objective, I focused on the following three goals: 1) research the best strategies, interventions, and assessments needed to monitor progress 2), provide teachers with the tools needed to increase reading fluency for tier 2 and tier 3 instruction, and 3) offer professional development for teachers in order to implement instructional strategies and to use assessments effectively. While the ultimate goal is to increase student reading fluency, this is neither the scope nor purpose of the project. Instead this is the first step of providing reading fluency instruction information to teachers. In the future, it will be important to assess whether teacher practice changes and also if student reading fluency improves due to these changes. ☐ An online survey for staff members identified their fluency needs in terms of knowledge, interest, and instructional practices. As a first step, empirically validated instructional strategies and interventions were identified that could be used to strengthen the reading fluency of struggling readers. Using those materials, I compiled a set of reading fluency resources for the Lancashire staff. These resources included a xi fluency toolkit and an informational web site. In addition I created and presented professional development sessions for the Lancashire staff to introduce fluency strategies and interventions. ☐ After three professional development sessions and the development of my website, Lancashire teachers are now more aware of the importance of reading fluency instruction as determined through observations, surveys, and informal interviews. A variety of research-based strategies and interventions are being used in classrooms for instruction in all three tiers. ☐ Future recommendations include continued PD fluency sessions with Lancashire teachers to strengthen fluency strategies and interventions and to share fluency information. Also student growth in reading fluency should continue to be monitored and addressed when necessary.