Rasinski (2004) Assignment March 5, 2010

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

Accuracy in Word Decoding is one of the three dimensions of fluency. For this dimension readers must be able to sound out the text with minimal errors. This refers to phonics and decoding words. Another dimension of fluency is automatic processing. Students need to mostly use their finite cognitive resources for meaning making when decoding these words. Lastly the third dimension of fluency is prosodic reading. For this dimension the student must figure the text into syntactically and semantically appropriate units. An important way for teachers to assess the dimensions of fluency is to calculate the percentage of words a reader can accurately decode on grade-level material. By looking at student’s reading rates the teacher can assess automaticity in decoding. By listening to a student read grade level passages and by judging the quality of their reading through a specific rubric teachers can best assess prosodic reading. Also by using assisted readings and repeated readings teachers can help improve fluency.
2.    Rasinski refers to fluency as a “bridge” between decoding and comprehension. What does he mean by the “bridge” metaphor?

The metaphor of “bridge” refers to the three dimensions that can assist students gradually in the proper steps and pace needed to get to the other end of understanding and being able to read fluently.
3.    What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?

Rasinski mentions that students with difficulties in automatic and prosodic reading can first read grade level material that will be judged by then by a scale. This reading scale would calculate the number of words read correctly and students that fell in the lower scaled category would get further instructional assistance. For prosodic reading the teacher could listen to the student read material and then base their reading off a rubric that defines elements of expression, volume, phrasing, and smoothness. Again assisted and repeated readings are encouraged to be implemented by the teacher to serve as extra instruction. Students also need to hear what fluent reading sounds like in order to help with their own development of fluency. Lastly the teacher should model prosodic reading in the classroom for students.
4.    Multidimensional Fluency Scale (MFS) is used to measure prosodic quality of oral reading. List components of the MFS and describe briefly what each refers to (p. 49).

• Expression and Volume-

                                    -little sense of trying to make text sound like natural language

                                    -focus remains largely on pronouncing words, yet still in a quiet voice

                                    -occasionally slips into expressionless reading but develops a natural                                               language throughout

                                    -reads with good expression and enthusiasm

• Phrasing

                                    -reads in monotone and frequently reads word by word

                                    -frequently reads in two and three word phrases often choppy or improper

                                    -reads with a mixture of run-ons with mid sentence pauses for breath

                                    -generally reads with good phrasing mostly in clause and sentence units

• Smoothness

                                    -makes frequent extended pauses, hesitations, and false starts

                                    -occasionally breaks smooth rhythm because of difficulties with specific                                         words or structures

• Pace

                                    -reads slowly and laboriously

                                    -reads moderately slowly

                                    -reads with uneven mixture of fast and slow paces and also reads at                                                conversational pace

Curt Assignment 2 March 5, 2010

1. What grade is Curt in?

He is in third grade.

1. What was the flash score for words at: first-grade level? second-grade level? third-grade level?

            1^st- 75%

            2^nd-50%

            3^rd- 20%

1. What was the accuracy score at: 1-2 level? 2-1 level? 2-2 level?

            1-2: 97%

            2-1: 90%

            2-2: 84%

1. What was the rate score at: 1-2 level? 2-1 level? 2-2 level?

            1-2: 65 wpm

            2-1: 44 wpm

            2-2: 36 wpm

Look at the spelling scores in Table 5.2 on page 172.

1. What was the percentage correct score for: first-grade words? second-grade words?

            1^st: 60%

            2^nd: 0%

Consider the following expected scores, then compare those expectations to the scores Curt produced. With the Word Recognition Test, flash scores are generally interpreted as follows: 90-100% indicates Independent Level; 60-85% indicates Instruction Level; Below 50% indicates Frustration Level.

With oral reading accuracy, scores are generally interpreted as follows: 98-100% indicates Independent Level; 95-97% indicates Instruction Level; Below 92%   indicates Frustration Level.

With oral reading rate, expected grade-level ranges are as follows:

Grade–Words per minute

1^st–45-85

2^nd–80-120

3^rd–95-135

With spelling scores, around 50% correct indicates Instruction Level.

1. Which grade-level flash score is the best choice for Instruction Level? (*Note: 92-94% accuracy is marginal; take a close look at Rate.)

            -preprimer flash score

7. Which grade-level accuracy score is the best choice for Instruction Level?

            -first grade accuracy score

8. What do Curt’s rate scores indicate about his grade-level reading? Where is he instructional according to rate?

            -Curt’s rate scores indicate that he is at the first grade reading level and also according to his rate he is instructionally at the first grade level.

9. What do Curt’s spelling scores indicate about his Instruction Level.

            -Based on his spelling scores he is at the first grade instructional level.

10. Put all of these scores together, and what do they indicate Curt’s reading level to be?

            -Overall based on the scores Curt seems to be at the first grade level.