: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
>I guess it depends on what I am reading. When I am reading a simple novel, > I am almost unaware of the words. I tend to read in pictures. If I am > studying a book, then I may be more aware, but the only time I "hear" any > voice is when I actually think about it. Then it interrupts the flow of > my > reading. > Kim > . I also watch a novel or short story in my head. I'm not aware of the words as much as the images and ideas, but when I made the comment about not being able to hear a voice, I was referring to students. Many kids don't have a voice in their heads (let alone visualize anything) and the words they read are just that....words. Words without meaning, words without purpose. I always tell my kids how previous teachers have told them to "read" chapter 3 for homework, so they go home and "read" the chapter, but what happens the next day when the teacher goes over the chapter? No one remembers anything. That's because they confuse sounding out the words for "reading" and didn't know to understand the chapter. If their teacher had said, "Comprehend" chapter 3 for homework, they would have read differently. Fluency gives the kids that meaning. Whether it's oral or mental, fluency gives the words meaning...and for that reason, fluency is important. The average speaking voice is about 250 words a minute and kids have no problem hearing someone speak at 250 wpm, so why can't they listen to words they read orally at 250 wpm? Or for that matter at least 250 wpm mentally? My research has shown that most kids read mentally at about double their oral speed. Taking something from Nancy Atwell, she had signs saying "Do NOT NOT Step on the Grass" showing how real readers don't read every single word, but read for meaning. I use the same idea, but I take it a little further. I flash it at the kids and they "read" the sign. I have someone timing the students reading and it usually takes about a second to read. We then do the math....6 words a second...or 360 words a minute! Once the kids realize they CAN read that fast, many improve on speed, accuracy, and comprehension. They don't all read at 360 words a minute, but they are closer with some going from 60 wpm to over 120, while others go from 250 up to 600 or more! Of course, this is silent speed and they are not reading every single word, but they are reading for MEANING. I can read a GOOSEBUMPS book in less than 30 minutes, but it's at a lower reading level. Give me something at college level, and I'll be much slower. But there are many factors to consider: reading levels, color of paper, size of letters, author's purpose, reader's purpose, reader's eyesight, previous teachers, etc. I've been watching the emails and many seem to be so wrapped up in the minutae of fluency that we have forgotten the whole point of fluency which is comprehension. I was reminded of the MOT2 discussions which have pointed out that we get so wrapped up in the strategies that we forget the main point, comprehension. Fluency is a tool, but it's just one tool in the toolbox of comprehension. Bill _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
