Reading comprehension and reading fluency are related in that they are crucial in the development of readers both young and old. Reading comprehension is the ability to understand the meaning and message behind a text – it revolves around the skills of monitoring one’s thinking while reading and asking questions that further promote and guide one’s thought processes. Reading fluency is having the knowledge of the letter sounds that create words. When a reader can accurately piece together letter sounds and read the words they create, they are able to read a text without focusing on decoding. As was stated in Mosaic of Thought, “children need to learn letters, sounds, and words, but simultaneously they must be learning about the meaning held in those symbols on the page” (Keene & Zimmermann, 2007, p. 22). Therefore, these terms are directly correlated to each other because if one cannot read the words they will not be able to understand. Conversely, if they are just reading the words without thinking about their meaning in relation to the story, they will not comprehend the text either.
Thus far in my classroom, I have seen both fluency and comprehension assessed in the form of the DRA (Developmental Reading Assessment). This test is administered in order to assign a “reading level” to each student based on their reading fluency and comprehension skills of a previously determined leveled text. I helped to proctor these tests and was amazed to see how much the two elements (fluency and comprehension) relate. There were many students who would read very quickly, but when asked questions at the end could not even remember a character’s name. One case I found particularly interesting occurred with one of our highest readers. He is well above grade level in terms of fluency, however, scored below grade level when his comprehension was assessed. From this experience, I learned that I can’t judge a student by how quickly he or she reads and assume that he or she has comprehended the story. By doing the DRA tests, we have a general idea of what our students are struggling with both independently and as whole.
In order to fully assess my students’ reading development, I will need to take a closer look at which aspect in particular (in regard to fluency and comprehension) they are having difficulties with. I will need to know if, for example, they are not monitoring as they are reading or have difficulty in synthesizing information. I believe the best way to gain this information is to use anecdotal records and conferring during independent reading time. Having the this time to focus on each child as they read and decipher their successes and difficulties allows for individualized goals as well as instruction.
Megan,
ReplyDeleteOur posts were very similar in our reflection and classroom work towards comprehension and fluency. Fluency, as I stated, is the bridge to comprehending what you are reading. I like how you touched upon the idea that if students cannot fluenty read, they are just reading the words on the page. This is not an ideal situation when it comes to students being literate in reading or writing!
I found that DRA testing was useful for me as an intern and teacher because I was able to assess my students. In reading your blog, I can agree with you regarding the fact that it allows an ability to know where the majority of students are and those that need extra support. As you stated, the DRA testing was an opportunity to learn which students to focus on during specific activities regarding reading fluency and comprehension.
I agree with you that it is important to assess students indivudally to learn more about their struggles and successes. Your idea to take anecdotal records and independelty conference is a beneficial way to assess. I think that DRA testing is a start, but there needs to be more informal ways to assess students' reading strategies.