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Reading Automaticity & Fluency

The biggest obstacle to proficient reading for many U.S. fourth graders is their lack of automaticity or speed in understanding words. Even the students in the lowest percentiles can recognize most words…eventually. The problem lies in the length of time that it takes them to recognize even common words. Struggling readers devote their energies to recognizing words, thus not attending to the content of what they are reading.

TextProject was started to address this problem. Over the past decade, we have developed a set of solutions that are available at www.textproject.org. These solutions revolve around a simple principle in written language called the 90-10 rule. Approximately 9,000 words (4,000 root words and their simple endings) account for 90% of the total words in most texts.

The other 10% of the words in texts come from an enormous group of 300,000 to 600,000 words. Readers have a considerable leg up in dealing with this 10% when they are automatic with the 90% core vocabulary.

The solutions offered at TextProject for increasing automaticity with the 90% core vocabulary include student texts such as SummerReads and Talking Points for Kids and word lists (including the list of approximately 4,000 root words). With the webinars and research also available at www.textproject.org, educators have support for solving the automaticity problem so prevalent among American students.

Presentations from the Library section

California Reading Association 2010

Conference handout for Pace & Repetition Matter: Texts that Work in Tier- Two and Tier-Three Instructions.

When: Saturday, October 16, 2010; 1:15 – 2:45 PM PDT
Conference location: Riverside Convention Center, Riverside, CA
Conference website: www.californiareads.org

Texas Reading First 2010

Presented by Freddy at the 2010 Texas Reading First conference - Leading Together: Transitioning with Purpose Advanced Coaching Institute and Leadership Summit.

Presented by Freddy at the 2010 Texas Reading First - Leading Together: Transitioning with Purpose Advanced Coaching Institute and Leadership Summit.

More Words = More Fluency

Presented by Freddy at the 2004 California Reading Association annual conference, November 4, 2004 in San Jose, CA.

Presented by Elfrieda Hiebert at the California Reading Association, November 4, 2004 in San Jose, CA.

Text Matters in Developing Reading Fluency

Presented by Elfrieda Hiebert at the Pearson Learning Group Luncheon at the International Reading Association Annual Convention, May 4, 2004 in Reno-Tahoe, NV.

Presented by Elfrieda Hiebert at the Pearson Learning Group Luncheon at the International Reading Association Annual Convention, May 4, 2004 in Reno-Tahoe, NV.

Studying the Effects of Texts on the Fluency of Challenged Readers

Presented by Elfrieda Hiebert at the Pacific Coast Research Conference, February 8, 2003 in La Jolla, CA.

Presented by Elfrieda Hiebert at the Pacific Coast Research Conference, February 8, 2003 in La Jolla, CA.

Text, Fluency, and English Language Learners

Presented by Elfrieda Hiebert at Institute 7 (Fluency in the Classroom: Focusing on the Neglected Reading Goal) of the International Reading Association Annual Convention, May 2, 2004 in Reno-Tahoe, NV.

Presented by Elfrieda Hiebert at Institute 7 (Fluency in the Classroom: Focusing on the Neglected Reading Goal) of the International Reading Association Annual Convention, May 2, 2004 in Reno-Tahoe, NV.

Effects of Daily Reading of Informational Text on Young Reader's Fluency

Presented by Elfrieda Hiebert at Symposium 14204 (Informational Text and Young Readers: Findings from Research) of the International Reading Association Annual Convention, May 5, 2004 in Reno-Tahoe, NV.

Presented by Elfrieda Hiebert at Symposium 14204 (Informational Text and Young Readers: Findings from Research) of the International Reading Association Annual Convention, May 5, 2004 in Reno-Tahoe, NV.

The Role of Text in Developing Reading Fluency and Comprehension UPDATED VERSION

Dr. Freddy Hiebert discussed why text matters in developing reading fluency. Texts that contain too many difficult words frustrate beginning readers. This presentation examined key features in texts that support fluency and comprehension. Dr. Hiebert also closely examined the texts in core reading programs to highlight the need for texts that increase reading fluency and comprehension. This updated version of the presentation includes an explanation of how QuickReads fits in with the Common Core Standards.

Hiebert, E.H. (October 25, 2010). The role of text in developing reading fluency and comprehension. Presentation to educators at Pearsoned.com.

Research Articles from the Library section

Examining the Benefits of Technology in Increasing Fluency

Trainin, G., Wilson, K.M., Hayden, E., & Erickson, J. (2009) Examining the benefits of technology in increaseing fluency. Retrieved on May 9, 2011, from http://digitalcommons.unl.edu/cehsgpirw/19/

Repetition of Words

Hiebert, E.H., & Martin, L.A. (2008). Repetition of Words: The Forgotten Variable in Texts for Beginning and Struggling Readers. In E.H. Hiebert & M. Sailors (Eds.), Finding the right texts for beginning and struggling readers: Research-based solutions (pp. 47-69). NY: Guilford.

The Word Zone Fluency Curriculum: An Alternative Approach

Hiebert, E.H. (2007). The Word Zone Fluency Curriculum: An Alternative Approach. In M. Kuhn & P. Schwanenflugel (Eds.), Fluency in the Classroom (pp. 154-170). New York: Guilford.

Becoming Fluent

Hiebert, E.H. (2006). Becoming fluent: What difference do texts make? In S.J. Samuels & A.E. Farstrup (Eds.), What research has to say about reading fluency. (pp. 204-226). Newark, DE: International Reading Association.

Fluency from the First

Hiebert, E.H., & Fisher, C.W. (2006). Fluency from the first: What works with first graders. In T. Rasinski, C.L.Z. Blachowicz, & K. Lems (Eds.), Teaching Reading Fluency: Meeting the Needs of All Readers. (pp. 279-294). New York: Guilford Press.

A Comparison of First Graders’ Reading Acquisition with Little Books and Literature Anthologies

This study examined the effectiveness of a little book curriculum in facilitating the independent reading skills of first-grade readers. The curriculum was based on a theoretical model that identified two critical dimensions of text-based support for beginning readers: linguistic content and cognitive load.

Menon, S. & Hiebert, E.H. (April 2003). A Comparison of First Graders’ Reading Acquisition with Little Books and Literature Anthologies. Paper presented at the annual meeting of the American Educational Research Association, April 22, 2003 in Chicago, IL.

The Critical Word Factor in Texts for Beginning Readers

Hiebert, E.H., & Fisher, C.W. (2007). The critical word factor in texts for beginning readers. Journal of Educational Research. 101(1), 3-11. Paper was also presented at the annual meeting of the American Educational Research Association, New Orleans, LA

A Review of the National Reading Panel’s Studies on Fluency

Hiebert, E.H., & Fisher, C.W. (2005). A review of the National Reading Panel’s studies on fluency: On the role of text. Elementary School Journal, 105, 443-460.

Frankly Freddy Posts

What does comprehension instruction look like for struggling readers?

What does comprehension instruction look like for the millions of American students who aren’t fluent readers? The concern isn’t an hypothetical one. The number of middle and high schoolers in this situation is high (e.g., Rasinski et al., Journal of Adolescent & Adult Literacy, 2005). Even middle and high schoolers who are lucky enough to be in effective fluency interventions will still be faced with texts that will be challenging to comprehend.

Where's the "there there" for strategies in reading programs?

If teachers cry “Wolf” early and often (with Wolf being “Remember to use a comprehension strategy such as predict/infer, summarize, monitor/clarify, question, evaluate before, during, and after reading”) but the texts that students read are straightforward and uncomplicated, do students become careless about or even resistant to using comprehension strategies?