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Melissa Boyd
Sun Nov 23, 2014 15:25

I am sure that students had encountered these words in text before our study. Pre-assessments revealed that they were struggling with these words. Students practiced these words with the racetrack activity before reading the text that contained these targeted words. Passages used were at the students instructional level. We used a different passage each week. For the flash, each word was flashed for approximately 3 seconds. We learned a lot about why fluency isn't assessed very much with k-1 students. My students were focused on reading the words correctly and were not concerned in the least about what it sounded like. Even after listening to recordings of their reading, they gave themselves high marks on fluency. It was difficult to find appropriate text at their instructional level to use for fluency assessment. Most were "repeated texts" that led to memorization which caused students not to attend to the words on the page. I do think that that automatic word recognition improves accuracy and fluency within a text. I am tempted to follow the students from this study for the next few years to see how their fluency and ultimately comprehension is improving.
When I think about the areas of literacy we are required to assess, I get very frustrated! There seems to be much information on how children develop and learn to read. Studying this research and observing/working with students in the classroom makes me question why we are being asked to attempt to teach and assess areas that are clearly not developmentally appropriate. Something has to change!

  • Re: Melissa and Laura's presentation - Ashley Pennell, Sun Nov 23 12:46
    Great job on your presentation! It is obvious that your research design was well thought out and implemented. I like that you allowed picture support for your accuracy readings since this is a... more
    • flash and research - Laura Hansen, Sun Nov 23 21:23
      Ashley, Great questions. As per Dr. Koppenhaver's suggestion, we used a double click (or in our case a triple click) on the Power Point presentation to create a flash presentation which he also said... more
      • RE: flash and accuracy rates - sellewc, Sun Nov 30 08:34
        Do you think that the flash activity helped more with accuracy? You seemed to hint at that as being more effective than with speeding up their rates. In our study, we focused on accuracy before speed ... more
      • Flash - Ashley Pennell, Mon Nov 24 19:48
        That is great that you were able to create a flash presentation on powerpoint! I have used the online flash that Amie showed us (ASU's flash created for Forsyth Country Day School) with my 1st... more
    • Q&A - Melissa Boyd, Sun Nov 23 15:25
      • Frustration - Ashley Pennell, Sun Nov 23 21:11
        I, too, understand your frustration..we are asked to assess fluency when the majority of our students (first graders) are still not automatic. It is hard to find a balance between what we know to be... more
        • Patience is key - Melissa Boyd, Mon Nov 24 18:05
          I think we just have to remember that if we skip important steps, we leave holes in the foundation, and then fluency and ultimately comprehension suffers. We have to be comfortable with the fact that ... more
          • AGREED - Ashley Pennell, Mon Nov 24 20:18
            I wholeheartedly agree! I hope more teachers will adopt this perspective and do what's best for their students, rather than doing what boosts their scores. For example, I despise hearing teachers... more
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