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Lesson 2

M4: Fostering Reading Fluency

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Question 1/5

1. Fluent L1 readers can read aloud at a rapid and steady rate with good comprehension.

Question 1/5

Fluent L1 readers can read aloud at a rapid and steady rate with good comprehension because they can recognize words fast and automatically and have sufficient knowledge of syntax and vocabulary.

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2. Currently, the most commonly used oral reading fluency measure focuses on reading speed, accuracy, and prosody.

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Question 2/5

Question 2/5

The most common oral reading fluency measure intertwines speed and accuracy by scoring words read correctly per minute (WCPM).

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Question 3/5

3. The correlation between WCPM and reading comprehension tends to be weaker for MLs than for non-MLs because their vocabulary and listening skills affect their oral reading performance.

Question 3/5

There IS a correlation between WCPM and reading comprehension for MLs, but it tends to be weaker due to their oral language affecting their oral reading performance.

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An Introduction to Multilingual Learners

Culturally Responsive Teaching

Every Teacher Is a Language Teacher

Fostering Reading Fluency

Implementing Interventions

Word Recognition

Language & Reading Comprehension

Explicit Vocabulary Instruction

Language & Content Instruction

Writing Instruction

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Multilingual Learner Series

Learning Module Overview

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This module introduces the cyclical process of vocabulary learning/teaching and presents a variety of techniques that educators can use to make vocabulary learning effective, efficient, and entertaining for MLs.

This module discusses effective literacy interventions that educators can use to meet the needs of MLs who struggle in their English literacy development and require strategic or intensive intervention to be successful.

This module highlights the multifaceted nature of reading comprehension. It focuses on the language comprehension aspects of reading and different ways to incorporate them into literacy instruction.

This module defines reading fluency using three major components (accuracy, speed, prosody) and introduces a variety of ways to foster MLs’ English reading fluency at the word-reading and passage-reading levels.

This module discusses the foundational skills that beginning MLs (and all learners) must master to become strong readers and introduces instructional methods and considerations for supporting MLs’ literacy development.

This module presents important information that every teacher needs to know: how the English language works, how MLs' knowledge of the rule systems of (American) English affects their literacy development, and what teachers can do to scaffold MLs' language/literacy development.

This module discusses what it means to be a culturally responsive educator for MLs and how such perspectives inform teaching approaches that better serve MLs in classrooms, schools, and communities.

This first module of the series discusses the strengths and challenges of MLs to help educators better understand and meet MLs’ diverse needs.

This module provides insight into the writing development of MLs with varying proficiency levels and discusses teaching implications of major research findings on writing instruction.

This module introduces instructional strategies that educators can implement in their content area classes to scaffold MLs’ language learning and better support MLs’ acquisition of class content.

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Question 4/5

4. Putting an overemphasis on reading speed can lead to students' perception of 'good reading' as fast reading.

Question 4/5

If students are reading connected text and are focused on reading speed only, there's a chance, especially for MLs, that students might resort to 'staccato' reading without attending to the meaning of the text they're reading.

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Question 5/5

5. MLs' high performance on WCPM-focused reading fluency task should be interpreted as a high level of overall reading ability.

Question 5/5

Some students, especially MLs, might read with adequate WCPM without attending to the meaning of the text. This phenomenon is called 'word calling.'

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