Running head: FLUENCY SCENARIO 1

FLUENCY SCENARIO

Student’s Name
University Affiliation
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According to a number of studies done, they show that the fluency of kids normally develops as a

result of presenting a child that chance to exercise reading with a higher level of accomplishment.

Therefore in order to enhance one's fluency, it is crucial to accommodate the students with those

chances to understand the same comprehension verbally as many times as possible. Thus this can

be performed through comrade learning choral or even reading on their own. In order to improve

the fluency of the students it crucial to introduce the kids with difficult words and assist them to

know before they read by themselves. Further, the students are supposed to be given a chance to

listen a variety of passages which are articulated fluently and with exceptional expression. Thus

through fluency reading it enables the learners to reexamine the text on their own. Through the

implementation of the model fluent reading, it enhances the student to be able to understand the

teacher's voice which can assist him/her to implement while writing texts. As a result, the teachers

are supposed to read the texts loudly on a daily basis to the learners (Williams, 2014).

Reading fluency allows the learners to be able to concoct the text and interpret the text in

its profound sense. Thus reading fluency has three dimensions that enhance the student to learn

and understand the text. The certainty in word decoding measure which illustrates that the learners

need to be ready to sound the expression with insignificant errors. Through the approach of

automatic process implies that the learners are required to put extra strains particularly in the

decoding aspect of reading. Thus this gives the teacher an opportunity to monitor the progress in

which it signifies taking samples of the learner's readings and taping those right word read per tick.

Additionally the prosodic reading dimension it needs the learners to read speedily and correctly,

and with no phrases in their voices; as a result, they must set stress on each term thus phrasing

becomes fundamental. As a result through proper punctuation and the correct utilization of pauses

assist the students to understand the text. Thus performing will help the learners to understand
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prosody. In this strategy of prosodic allows a repeated reading. In this scenarios it allows the

teachers to assign a particular comprehension to the learners and he/she discusses the reading

habits for instance as an accent. Thus the learners are supposed to read the text numerous times

until their fluency improves, which is achieved by students independently reading a particular

reading silently. In other circumstance, this can be accomplished by the students orally reciting a

particular lesson or through radio reading (Paulsen, 2013).

The assessment of the fluency can be performed by computing the rate of wording which

a learner can decode. Thus if the results of the outcomes range from 90-95%, then it is considered

accurate. Secondly, the assessment of fluency of a student can be done by testing the reading rate

of a particular student, of which it typically increases as the child grows. This can be done by

determining how the learner can be able to read a particular passage within a period of 60 seconds,

then calculate those words of which the student read accurately then be able to make a comparison

with the student target rates. In cases where the percentages are below 20-30 % of the target rate,

it shows that the learner is needed to be introduced to basic instructions.

In the development of fluency always requires regular practice. Through the aspect of

repeated reading allows the students to improve the decoding, the reading rate and be able to

understand the passage which they have never seen (Paulsen, 2013). For instance, when reading

passages like poetry, jokes and dialogues are required to be read loudly mainly when performing.

As a result, the teacher is required to develop the prosodic reading skills. Therefore the teacher is

required to conduct a read aloud class sessions and then offering the students with an oral

interpretation that the teacher chooses. Thus through a reiterated reading and monitoring becomes

a habit thus the certainty is perceived through the passage rate.

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The parents have a greater role in enhancing the kid's fluency this can be performed through

sustaining and inspiring the kid. Usually, the parents are supposed to assess the child and teacher

in order to find out the evaluation of the learner's decoding abilities. The parents are expected to

allow the kids to read loudly and then unite the sound with that of the parent's voice. Further, the

parents are supposed to advance the kid's fluency by articulating words audibly to provide the kid

with a clue on simpler reading sounds. Lastly, the kids are supposed to be provided with books

that has predictable diction and rhythmic models to be able to listen to the articulated sounds of

the reading.
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References

Paulsen, K., & the IRIS Center. (2013).Comprehension & vocabulary: Grades 3–5.

Williams, N. S. (2014). Using Literature to Support Skills and Critical Discussion for Struggling

Readers: Grades 3-9. R&L Education.

Awad, K., & Alaa, U. (2012). The Effect of a Computerized Program on Developing Palestinian

Ninth Graders' Reading Comprehension Skills and their Attitudes towards Reading.