Monday, March 22, 2010

Tompkins Chapter 6

Fluency begins with high frequency words then continuously develops as children’s word bank expands through practicing word recognition via guided readings and various creative activities generated by the teachers that are listed on page 193 and 194 of the text. The components of fluency involves “accuracy, reading speed, and prosody” (page 208), and by reading fluently, the readers can comprehend and speed read through various texts during their educational years. Hence, fluency seems important for students to begin practicing in order to enhance their reading speed and comprehension of the different levels of texts.

There is more to fluency than just reading; writing fluency is also essential in literacy. It almost seems logical to think that being fluent in reading, a student can fluently write, I also believe it is chronological, but there are different developmental processes in writing fluency. Writing involves understanding to decode a word specifically involving irregularities in which becomes more challenging compared to learning reading fluency.

I have yet observed reading or writing fluency in the placement since the kindergarteners are now learning the syllables and sounding out the letters. Even though they have yet completely learned to read, the kindergarteners are also learning to write in which seems to help by relating to what they are currently learning in literacy. I believe their practices are going to lead these students into becoming fluent readers and writers.

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