Oral Reading Fluency:
DAR Mastery Level 3
Introduction:
When students lack fluency, they:
read aloud haltingly
repeat words and phrases often
make frequent self-corrections
sound out many words
add extra words often
wait and may ask for help
The TTS for Oral Reading Fluency allow teachers to assess the effectiveness of two
approaches for improving students’ fluency: modeling and repeated reading.
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Strategy: Modeling
Materials Needed:
TTS-ORF-DAR 3-MRR.pdf
Give the student a copy of the selection.
Say: I am going to read you a selection about ________. Follow along on your
copy as I read aloud. I’d like you to listen especially to how I read this
story.
Read the selection aloud to the student in a natural manner. When
finished,
Say: Let’s talk about how I read the story.
- How was my rate? Did I read fast enough, but not too fast?
- What about the way I grouped the words? Did you hear me put words
together that belonged together (phrases)?
- What about how my reading sounded? Did it sound natural, as if I
was talking to someone?
 On the Student Record Form,
record the student’s responses.
Say: Now I’d like you to read the story aloud. Try to make your reading sound
the same way my reading sounded.
On the Student Record Form,
use the checklists provided to note the characteristics
of fluency present as the
student reads.
|
If the student experiences difficulty in accurately
reading the words in the selection, try the
procedure again with a selection
at a lower level. |
When the student completes the reading, discuss the
characteristics that you heard as he
or she read.
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Strategy: Repeated Reading
Materials Needed:
Included in Strategy: Modeling
Say: Those who play sports or a musical instrument know that practice is needed
to become a better player. This time we’re going to see if practicing on your
own might help you become a better reader. I’ll give you a selection to
read aloud once. Then we’ll see if reading it again is helpful. Ready?
Give the student a selection.
Say: The selection is about ________. Please read it aloud.
On the Student Record Form, use the checklists provided to note the characteristics
of fluency present as the student reads.
|
If you find that the student experiences difficulty identifying the words in the selection,
try the procedure again with a selection at a lower level. |
When the student finishes reading the selection,
| Say: |
• |
How was your rate? Do you think your reading was fast enough, but not
too fast? |
| |
• |
Did you read groups of words together that belonged together (phrases)? |
| |
• |
Do you think your reading sounded natural, as if you were talking to me? |
On the Student Record Form, record the student’s responses.
Say: Now I’d like you to read the selection again.
On the Student Record Form, use the checklists provided to note the characteristics
of fluency present as the student reads the selection again.
Before sharing your observations with the student,
Say: Did it help you to read the selection a second time? How?
On the Student Record Form, record the student’s responses. __________________________________________________________________________
Interpreting and Using TTS Results:
If the modeling technique seems useful, choose longer selections for later sessions and
divide them into sections. Model fluent reading of each section before asking the student
to read it. Discuss the fluency characteristics shown by each of you.
If the repeated reading technique seems useful, provide the student with a brief selection
to practice reading independently. Ask the student to rate each time the selection was
practiced, noting whether he or she thought the reading sounded “better,” “the same,” or
“not as good” as the time before. Encourage students to tape record their readings so that
differences can be assessed.
Use selections with dialogue to develop better expression, attention to punctuation, and
awareness of the importance of reading in phrases.
Lack of fluency indicates that a student is not doing enough reading to become a better
reader. Asking students to keep a record of what is read and having them rate their
reading for interest and for difficulty can be helpful for finding additional materials for
independent reading. Regular discussions of students’ independent reading with others, as
in “book clubs” or with an interested teacher, will also make independent reading
enjoyable.
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