Rasinski Reflection

Rasinski (2004). Creating Fluent Readers.

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

1- accuracy in word decoding 2- automatic processing  3-prosodic reading
1-calculate the percentage of words a reader can accurately decode on grade level material
2- look at reading rate, students should read a grade level passage for 60 seconds and then calculate the number of words read correctly. Compare students scores with target rates.
3-listen to a student read a grade level passage and judge the quality of the reading using a rubric that scores the student on the elements of expression, 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? In order to comprehend text, students must be able to decode the words.

3. What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?
Assisted readings and repeated readings

4. Multidimensional Fluency Scale (MFS) is used to measure prosodic quality of oral reading. List components of the MFS and describe what each refers to (p. 49).
A. Expression and Volume- 1. reads words simply to get them out, reads in quiet voice. 2. Begins to use text to sound like natural language, focus remains largely on pronouncing, still reads in quiet voice. 3. Occasionally slips into expressionless reading, voice volume is appropriate throughout text. 4. Reads with good expression and enthusiasm.

B. Phrasing- 1. Reads in monotone, reads word-by-word. 2- reads in two and three words phrases (choppy reading) improper stress fail to mark sentence and clauses. 3. Reads with mixture of run-ons, mid sentence pauses. 4. Reads with good phrasing adequate attention to expression.

C. Smoothness- 1. Makes frequent extended pauses and hesitations, sound-outs. 2. Experience several rough spots in text. 3. Occasionally breaks smooth rhythm because of difficulties with words and or structures.
4. Generally reads smoothly with some breaks

D. Pace- 1. Reads slowly and laboriously. 2. Reads moderately slowly 3. Reads with an uneven mixture of fast and slow pace. 4. Consistently reads at conversational pace, appropriate rate throughout reading.