Instructional reading levels

Fluency: An Introduction | Reading Rockets

Even when students recognize many words automatically, their oral reading still may be expressionless, not fluent. To read with expression, readers must be able to divide the text into meaningful chunks. Readers must know to pause appropriately within and at the ends of sentences and when to change emphasis and tone. For example, a reader who lacks fluency may read, probably in a monotone, a line from Bill Martin Jr's Brown Bear, Brown Bear as if it were a list of words rather than a connected text, pausing at inappropriate places:

Brown/
bear brown/
bear what/
do/
you see.

A fluent reader will read the same line as:

Brown bear/
Brown bear/
What do you see?/

The difference between fluency and automaticity

Although they terms automaticity and fluency often are used interchangeably, they are not the same thing.

Automaticity is the fast, effortless word recognition that comes with a great deal of reading practice. In the early stages of learning to read, readers may be accurate but slow and inefficient at recognizing words. Continued reading practice helps word recognition become more automatic, rapid, and effortless.

Automaticity refers only to accurate, speedy word recognition, not to reading with expression. Therefore, automaticity (or automatic word recognition) is necessary, but not sufficient, for fluency.

Fluency instruction

Fluency is not a stage of development at which readers can read all words quickly and easily. Fluency changes, depending on what readers are reading, their familiarity with the words, and the amount of their practice with reading text. Even very skilled readers may read in a slow, labored manner when reading texts with many unfamiliar words or topics. For example, readers who are usually fluent may not be able to read technical material fluently, such as a textbook about nuclear physics or an article in a medical journal.

It is important to note that fluency instruction should be with a text that a student can read at their independent level. It is at this level where students are able to practice on speed and expression rather than decoding. The chart below describes each reading level:

Independent Level	Relatively easy for the student to read (95% word accuracy).
Instructional Level	Challenging but manageable for the reader (90% word accuracy).
Frustration Level	Difficult text for the student to read (less than 90% word accuracy).

In an effort to help teachers gain knowledge on fluency instruction, researchers have investigated two major instructional approaches related to fluency. In the first approach, repeated and monitored oral reading (commonly called "repeated reading"), students read passages aloud several times and receive guidance and feedback from the teacher. In the second approach, independent silent reading, students are encouraged to read extensively on their own.

Repeated and monitored oral reading

Repeated and monitored oral reading improves reading fluency and overall reading achievement.

Students who read and reread passages orally as they receive guidance and/or feedback become better readers. Repeated oral reading substantially improves word recognition, speed, and accuracy as well as fluency. To a lesser but still considerable extent, repeated oral reading also improves reading comprehension. Repeated oral reading improves the reading ability of all students throughout the elementary school years. It also helps struggling readers at higher grade levels.

Traditionally, many teachers have relied primarily on round-robin reading to develop oral fluency. In round-robin reading, students take turns reading parts of a text aloud (though usually not repeatedly). But round-robin reading in itself does not increase fluency. This may be because students only read small amounts of text, and they usually read this small portion only once.

Researchers have found several effective techniques related to repeated oral reading:

students read and reread a text a certain number of times or until a certain level of fluency is reached. Four re-readings are sufficient for most students.
oral reading practice is increased through the use of audiotapes, tutors, peer guidance, or other means.

In addition, some effective repeated oral reading techniques have carefully designed feedback to guide the reader's performance.

Silent, independent reading

No research evidence is available currently to confirm that instructional time spent on silent, independent reading with minimal guidance and feedback improves reading fluency and overall reading achievement.

One of the major differences between good and poor readers is the amount of time they spend reading. Many studies have found a strong relationship between reading ability and how much a student reads. On the basis of this evidence, teachers have long been encouraged to promote voluntary reading in the classroom. Teacher-education and reading-education literature often recommends in-class procedures for encouraging students to read on their own, such as Silent Sustained Reading (SSR) or Drop Everything and Read (DEAR).

Research, however, has not yet confirmed whether independent silent reading with minimal guidance or feedback improves reading achievement and fluency. The research suggests that direct instruction in reading is the best predictor of reading achievement. However, it is important for students to be given time to apply their reading skills through silent reading with a book at their independent level (read with 95% word accuracy).

Reading Levels and What They Mean

What Do Reading Levels Mean?
Vivian Franz, Ph.D.

To: Parents of Elementary School Children

Frequently, parents wonder exactly what reading test scores mean in terms of everyday achievement. If a child is reading "at grade level," what does that really mean? Is he or she reading well at grade level? Does the child know most of the words in the school reader at sight, or are there a good many words that require thoughtful analysis? The information that follows gives some insight into the reading process.

Most children are actually taught by the teacher at their instructional levels. This is the level at which the teacher "stretches" the student in his thinking and reading. The independent level, on the other hand, is the level at which the child can read easily and with pleasure. Reading scores generally refer to instructional levels.

The child's independent reading level is usually determined from books in which he/she can read with no more than one error in word recognition in each 100 words and has a comprehension score of at least 90 percent. At this level the child reads orally in a natural tone, free from tension. His silent reading will be faster than his oral reading.
The instructional reading level is usually determined from books (or other material) which the child can read with no more than one word-recognition error in approximately 20 words. The comprehension score should be 75 percent or more. At this level, the child reads orally, after silent study, without tension. Silent reading is faster than oral reading. The student is able to use word-recognition clues and techniques. He reads with teacher help and guidance. This is the "stretch" level. With the right materials and purposeful reading, he makes maximum progress.
The frustration level is marked by the book in which the child obviously struggles to read. Errors are numerous. The child reads without a natural rhythm and in an unnatural voice. No child should be asked to read at his frustration level, but the teacher needs to know that this level does exist for him.
The probable capacity reading level is shown by the highest book in a given series in which the child can understand 75 percent or more of what he hears when the book is read aloud to him. He should be able to answer questions and to use properly many of the special words used in the selection. He should be able to use in his own conversation or discussion some language structures comparable to those used in the selection.

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The concept of semantic reading - For teachers

Reading is the best teaching.

Follow the thoughts of a great man -

is the most entertaining science" Pushkin

complexity of the reading process, most researchers distinguish two aspects of it: technical and semantic. The technical side involves optical perception, reproduction of the sound shell of the word, speech movements, that is, decoding texts and their translation into oral-speech form (T. G. Egorov, A. N. Kornev, A. R. Luria, M. I. Omorokova, L. S. Tsvetkova, D. B. Elkonin). semantic side includes understanding the meaning and meaning of individual words and the whole statements (T. G Egorov, A. N. Kornev, A. R. Luria, L. S. Tsvetkova, D. B. Elkonin) or translation of the author's code into your own semantic code (M. I. Omorokova).

U for a beginner reader, understanding arises as a result of the analysis and synthesis of syllables in words, and for the experienced - the semantic side is ahead of the technical, as evidenced by the appearance of semantic guesses in the process of reading (A. R. Luria, M. N. Rusetskaya).

Meaningful reading associated with understanding

Levels of understanding text

Purpose semantic reading - to understand the content of the text as accurately and fully as possible, to catch all the details and practically comprehend the extracted information. It's considerate reading and penetrating the meaning with the help of text analysis. When a person is really reads thoughtfully, then his imagination is sure to work, he can actively interact with your inner images. Man installs himself relationship between themselves, the text and the surrounding world. When a child has meaning reading, then he develops oral speech and, as the next important stage of development, written speech.

Semantic reading cannot exist without cognitive activity. After all, for so that reading is meaningful, learners it is necessary to accurately and fully understand the content of the text, to draw up your own system images, comprehend information, i.e. carry out cognitive activities.

Exists many ways of organizing cognitive activity that contribute to development of semantic reading skills such as: problem-search method, discussion, discussion, modeling, drawing.

Semantic reading is different from any other reading (for example, "introductory" or “search for information”) by the fact that during the semantic form of reading, processes comprehension by the reader of the value-semantic moment, i. e., the process of interpretation is carried out, giving meaning.

One one of the ways to develop reading literacy is a strategic approach to semantic reading. Semantic reading – type of reading, which is aimed at understanding the semantic content of the text by the reader. AT concepts of universal educational activities (Asmolov A.G., Burmenskaya G.V., Volodarskaya I.A. etc.) semantic reading actions related to:

comprehension of the purpose and choice of the type of reading in depending on the communicative task;

definition of primary and secondary information;

formulating the problem and the main idea text.

For semantic understanding is not enough just to read the text, it is necessary to evaluate information, respond to content.

Because reading is a meta-subject skill, then its constituent parts will be in structure of all universal educational activities:

personal UUD includes reading motivation, motives teachings, attitude to oneself and to the school;

into regulatory UUD - the student's acceptance of the educational tasks, arbitrary regulation of activity;

into cognitive UUD - logical and abstract thinking, working memory, creative imagination, concentration, vocabulary volume.

B scientific literature "strategies semantic reading" are understood as various combinations of techniques that students use to perceive graphically designed textual information and its processing into personal-semantic attitudes in accordance with the communicative-cognitive task.

Essence semantic reading strategies lies in the fact that the strategy is related to choice, functions automatically at an unconscious level and is formed in the course of development of cognitive activity. Reading strategy training includes self acquisition skills:

· distinguishing types of message content - facts, opinions, judgments, assessments;

recognition of the hierarchy of meanings within the text - main idea, theme and its components;

own understanding is a process of reflective perception of the cultural meaning of information.

According to N.N. Smetannikova, strategy is a plan-program of joint activities in which a lot of students works independently under the guidance of a teacher.

K semantic reading strategies include technologies aimed at developing critical thinking of students. Critical thinking means process correlation of external information with the knowledge available to a person, development decisions about what can be accepted, what needs to be supplemented, and what should be rejected. At the same time, situations arise when you have to adjust your own beliefs or even abandon them if they contradict new knowledge.

Methodological The foundations of critical thinking include three stages that must be present in the lesson in the process of cognition: challenge (motivation), comprehension (implementation), reflection (thinking). Sequential implementation of the basic three-phase model in the classroom helps to increase the efficiency of the pedagogical process.

Critical development technologies thinking, as well as strategies for the development of semantic reading, are aimed at the formation thoughtful reader who analyzes, compares, compares and evaluates familiar and new information.

Follow to note that working on the formation of a functionally literate reader, should take into account the modern conditions in which our students live. It's about about the technologization of all spheres of life. International studies show close relationship between the quality of reading in the electronic environment and the quality of reading text presented on paper. That is, if students show high or low level of literacy, reading on paper, they show similar results when reading in an electronic environment.

Tem However, teaching screen reading requires both theoretical rethinking the concept of reading, and the creation of new teaching methods (new technologies).

1. When screen reading increases the importance of viewing, search views reading, as well as the role of information selection during repeated reading.

2. The very structure of the electronic text can be represented as a hypertext. In hypertext, the direction of reading is not necessarily linear, as in printed text. Screen reading is revolutionizing the broader field of communication by in one row with the letter, and the screen with a page of written text.

from here we conclude: the school needs to teach children to work not only with printed, but and with electronic and audio editions. All this is related to the concept functional literacy is the ability of a person to use reading and letters in terms of obtaining information from the text and in order to transmit such information. This is different from elementary literacy as an ability of the individual read, understand, compose simple short texts and perform the simplest arithmetic operations. In this regard, the words of Alvin Toffler are interesting: “At 21 century, the illiterate will not be considered the one who cannot read and write, but the one who who does not know how to learn and relearn, using the ability to read and write.

Reading is the most important means of socialization students. We are currently seeing the dominance of pop culture through everything. channels and mass media. The environment does not always shape the child's need to think, experience. Radio and television shows, there is no such cultural environment in which a child would have the opportunity to immerse yourself in the world of quality literature. decisive influence on The quality of reading, according to experts, is leisure reading. students, who read every day for pleasure show significantly higher results in reading literacy than their non-reading peers.

Today, when access to information becomes one of the main criteria for success, the ability to to process it effectively, we, educators, especially need the development of those qualities that yesterday seemed natural and did not require special attention. Right now, the ability to quickly learn and retrain in any age, development of their potential and expansion of existing abilities, and also the formation of strategic reading skills can be the key to success every teacher.

Location semantic reading in GEF

Reading - the foundation of all educational results indicated in the Federal State Educational Standard.

Leading the purpose of general education is development of motivational, operational and cognitive resources of the individual a student in the conditions of a system-activity approach to the organization of education.

motivational resources are value orientations, educational needs and interests, which determine the motives of activity;

operational resources include mastered universal and special methods activities;

cognitive resources are, first of all, knowledge that forms the basis of scientific representation about the world, subject skills and abilities.

Development motivational, operational and cognitive resources of the individual correspond to personal, meta-subject and subject results of education.

On the scheme presents groups of meta-subject results related to the semantic reading.

System and activity the approach determines the form of organization of learning: learning activities.

Key the concepts of learning activity are "motivation" and "action".

First stage in the organization of educational activities is the creation of conditions for motivation of students to activity.

Motives expressed through the cognitive interest of students. The motive implies a special selective orientation of the individual to educational activities. Criteria cognitive interest are: active involvement in educational activities, focus on this activity, the emergence of students questions that they ask each other and the teacher or on the basis of which the information request is formulated.

Under educational actions understand specific ways of transforming educational material in the process of completing educational tasks.

Training action is an integral element of activity, transforming not only form of information, but also translating it into an internal plan that causes a change the student himself, his understanding of processes and phenomena, the meaning of the material being studied.

Action performed on the basis of operations, correlated with specific conditions and means. Action is a collection operations for the purpose.

Task teacher is to highlight the appropriate learning activities and create conditions for their development students and determine the means of activity.

B exemplary programs, subject goals and planned learning outcomes are specified to the level of educational activities that students must master in the educational activities for the development of subject content.

Allocate universal (UUD) and subject learning activities.

Instrumental basis of educational activity are universal learning activities that are over-subject in nature.

K they include the actions of goal-setting, search and selection of the necessary information, modeling, research, design, interaction, self-control and other.

Universal learning activities - a set of student actions and related learning skills that ensure his ability to independent the assimilation of new knowledge and skills, including the organization of this process.

Universal learning activities reveal the internal essential connections of objects and phenomena, give the truth in all concreteness and objectivity, form the basis of scientific outlook and practical activity, have the property of broad transfer.

Universal learning activities act as the basis for achieving educational results, since they contribute to the development of theoretical thinking: generalization, analysis, synthesis, evaluation, reflection and others.

subject actions are a special kind of practical activity that exists within science and serving her.

subject actions are directly related to the purpose of educational activities, have certain subject matter. In objective actions, an attitude is manifested to reality.

Subject actions provide practical activity - in this case actually reading.

Contents education is seen as a unity of knowledge, activity and development students.

Fundamental the core of the content of general education is:

system of scientific knowledge permeated with worldview ideas. The main elements of scientific knowledge of methodological, system-forming and ideological nature, intended for compulsory study are: key theories, ideas, concepts, facts, methods.

universal learning activities, the formation of which is aimed at the educational process.

Specification, differentiation and individualization of the invariant content of education is provided in the shell, which is a variable part, represented by an additional, auxiliary, alternative educational material and special subject actions.

Skills semantic reading are the basis for mastering the main content education.

What such meaning

meaning - s-thought, i.e. with thought. Simply put, it means what thought is inside word, text, gesture, picture, building, etc.

thought, in turn is always tied to action.

Any thought means certain actions leading to the final goal, state, image. This is not a flow of information, but a hint at actions and results.

meaning as applied to a text, and in particular to the minimum unit of that text the holistic content of any statement is understood, not reducible to meanings its constituent parts and elements, but itself defining these meanings.

Meaning actualizes in the system of meanings of the word that side of it, which is determined given situation, given context.

Required understand the difference between the concepts of "meaning" and "meaning". L.S. Vygotsky (“Thinking and Speech”, 1934) noted that “if the ‘meaning’ of a word is objective reflection of a system of connections and relationships, then “meaning” is the introduction of subjective aspects of meaning appropriate to the moment and situation.

Stages in the perception of the text, decoding the information contained in the text.

First stage - the actual perception of information, contained in the text (direct perception of meanings, reception of a message).

On At this stage, it is important to understand the meaning of the words, utterances found in the text, fragments. They serve as a means of expressing meaning. For different contexts, may be different. And comprehend the linguistic means of the text (i.e. open them meaning) does not mean to understand the meaning of the text.

Second stage - understanding (comprehension of the message through the analysis of the external form). understand text means:

select in words contextually updated values

reveal surface meaning based on these meanings.

Third stage - interpretation. To understand the text, active analysis is required, comparison of text elements with each other. Few understand the immediate meaning messages in the text, a process of transition from the text to the selection of the one in the text is necessary. what is the inner meaning - interpretation. Awareness of inner meaning takes place taking into account the context and motivation of the reader.

Degree and the depth of perception of the inner meaning depends on many reasons related to reader's personality:

erudition,

level education,

intuition,

sensitivity to word,

intonation,

skill experience emotionally,

· spiritual subtlety.

"Contents text always has many degrees of freedom: different people understand the same text in different ways due to their individual characteristics and life experience” (L. Vygotsky).

Ability evaluate internal subtext, which may not correlate at all with ability for logical thinking.

These both systems are a system of logical operations in cognitive activity and a system for evaluating the emotional meaning or deep meaning of a text. A.R. Luria, are completely different psychological systems.

Understanding text is a complex process of three stages:

selection in words contextually actualized meanings;

identification superficial meaning based on these meanings;

interpretation – comprehension of the inner meaning, taking into account contextual motivation.

Method work with text

Stage 1. Perception

Work with primary perception (formation of semantic attitudes).

Shaping emotional evaluation of the text using questions: What did you like? (Not did you like it?) Why? What is the text about? (primary work with title)

Stage 2. Structural-functional analysis

Work with parts of the text. Application of schemes, tables, other visualization techniques.

B literary texts also analyze the plot, composition, are characterized characters (their appearance, speech characteristics, attitude, actions, motivation actions), the system of images is analyzed, the chronotope is built. Work on the meaning of the episode or key scene.

Stage 3. Reconstruction of semantic structures

Isolation episodes, building alternative models.

B literary texts: interrupting the action at the climax and making hypotheses regarding the plot, the fate of the characters, the meaning of the work as a whole. Work on art detail. Analysis of the language of the work (means of expression). Like one or the other language tools work on the meaning of the work, the idea?

Stage 4. Semantic compression

Understanding text - the process of translating text into another language (reception of semantic compression), as a result of which a minitext that embodies the main content of the original text - an abstract, annotation, summary, essay-bookmark.

Construction image, object or situation endowed with a certain meaning. T1 → T2 (transcoding), where T is text

messages with alternative meanings. Correlation of several texts, essay on the problems reflected in the author's texts.

Teaching reading as a type of speech activity

1. Teaching reading as a type of speech activity

The project was prepared by the group RiL-160202
Reading is a receptive type of speech activity,
associated with the perception and
understanding of a written text.
Purpose
of reading:
obtaining
and
processing
information
Purpose in teaching a non-native language: developing
skills to extract information from speech
messages,
encoded
with
using
graphic characters.
Basic speech mechanisms

speech hearing;
speech articulation;
memory mechanisms;
probabilistic prediction mechanism
;
• equivalent substitution mechanism;
• mechanism of comprehension.
Types of information
retrieved when reading
(according to ZI Klychnikova)
categorical-cognitive;
situational-cognitive;
emotional-evaluative;
motivating-volitional.
Reading levels
(according to ZI Klychnikova)
• The first and second levels - the level of the word and
the level of the phrase.
• Third level - offers.
• Fourth and fifth level levels -
text levels:
1) reading with general understanding;
2) detailed reading.
• The sixth level - understanding of meaningful and
emotional-volitional information.
• Seventh level - understanding of all four
types of information.

6. Principles

1. The principle of consciousness.
2. The principle of relying on the native language.
3. The principle of probabilistic
forecasting.
4. The principle of problematicity.
5. The principle of communication.
6. The principle of visibility.

7. Difficulties arising in teaching reading

1. Articulation (internal pronunciation of the readable
text).
2. The student has a small field of view (the wider the field of view,
the more information is recorded).

3. Low level of attention organization.
4. Poor development
of the semantic
forecasting mechanism
(the student does not immediately recognize a syllable,
word, phrase, sentence).
5. Too low speed (regularity of
reading is important).
6. "Regression" (unjustified returns to
already read).

8. Skills, skills, competencies

Reasons underlying the specifics:
1. Taking into account the psychological attitude:
Analytical and synthetic reading;
2. According to the degree of participation of the mother tongue:
Untranslatable and transferable;
3. According to the degree of assistance to the reader:
Prepared and unprepared;
4. By form of organization:
Individual and frontal
Classroom and home;
5. By availability of initiative:
Real and educational

9. Competences

• taking into account individual differences in the memory of
students, develop different types of memory;
• "mental overtaking in the process of reading",
anticipation of the appearance of certain
elements of language in speech;
• recoding "in their own words" linguistic
signs into elements of meaning;
• transformation of verbal information into
figurative information, compressing it by skipping
details.

10. Reading levels

• Word level.
• Phrase level – fragmentary
understanding.
• Sentence level - comprehension difficulties
are related to grammar and to the division of the sentence
into segments.
• Text level - reading with a general (global)
understanding of the text.
• Text level - detailed reading.
• Understanding meaningful and emotional-volitional
information.
• Understanding all kinds of information.

11. Reading levels

12.

Types and strategies of reading

13. Types and strategies of reading

Determine the importance of information;
Completely and accurately understand the content of the text;
Paraphrase;
Disclose causal relationships;
Draw up a plan, diagrams;
Compose questions for information;
Understand content based on different types of knowledge
;
8. Translate text completely or selectively.
1.
2.
3.
4.
5.
6.
7.

14. Types and strategies of reading

15. Types and strategies of reading

1. Predict content by title/ 90;323
2. Determine the main idea;
3. Separate basic information from
secondary information;
4. Use footnotes as a support for understanding;
5. Establish a connection between facts and events;
6. Write down the most significant information;
7. Classify by def. sign;
8. Evaluate novelty, importance, reliability of facts.

16. Types and strategies of reading

17. Types and strategies of reading

1. Determine structural and compositional features;
2. Highlight information related to a specific
topic/problem;
3. Find the right facts;
4. Select and group information according to characteristics;
5. Predict content based on
known terms;
6. Conduct a quick sentence/paragraph analysis;
7. Compile materials for games/projects; 1. Information saturation of the text;
2. Complex
compositional-logical
structure;
3. Presence of
implicitly
expressed
(“subtext”) information;
4. The presence of emotional information.

20. Student's mistakes

1. Replacement of vowels or their omission: edvity
(poisonous), they will fly (they will fly).
2. Complete distortion of the alpha-sound structure
: trirvat (train).
3. Mixing letters from different
languages.
4.

Setting the stress.
5. Intonation.

21. Units of learning

• A sound associated with a certain letter.
• A word whose graphic representation
is perceived as an ideogram.
• Warehouse - a pair of a consonant and a vowel
or a consonant and a hard or soft character
, or one letter.
• Morpheme.

22. Teaching materials

23. Teaching materials

1. Adapted texts.
2. The second part contains biographical texts (for example, about Paustovsky).
3. In the third section - artistic.
4. The texts are given tasks such as "Answer
questions", "Retell the text", "Find
the desired form of the word", "Choose
synonyms".

24. Educational materials

25. Training materials

26. Training materials

27. Training materials

The first part for the teacher

28. Training materials

The second part - practical course