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texes EC-6 006 (reading fluency)
Terms in this set (11)
ability to read quickly, accurately, smoothly , and with expression; automatic and relatively effort in the process
pitch, loudness, tempo, and rhythm of language. both the meaning of a written sentence as well as its punctuation are sources of prosodic cues.
patterns of a pitch that contribute to the meanings of phrases and sentences.
ex: different intonations should be used for sentences "Go over there!" and "Go over there?"
typical score or range of scores found within a particular group of individuals
have alphabetic and graphophonemic knowledge and may be in the process of learning word-analysis skills but do not have the ability to to read unfamiliar words.
decoding initial reading stage
first and second graders who 'sound' out their words.
more familiar with written language and their decoding becomes more automatic as the result of the learning sight words.
reading to learn stage
focused primarily on content rather than the act of reading itself. Shift from "learning to read' to "reading to learn"
instructional approaches to develop fluency
effective models (daily reading to students), repeated reading, oral recitation lessons ORL repeated reading exercise based on interactions between teachers and students), partner reading, familiar texts, self-correction and feedback.
Sustained silent reading/ Drop everything and read are reading activities in which the teacher sets aside a short period of time each day for silent reading.
written materials that reflect the letter-sound relationships a particular student already knows.
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