There are several approaches to enhance fluency, but it’s crucial for the teacher to identify the specific challenges slowing down the student before addressing fluency directly. If the child is self-correcting, it indicates an understanding of the material but a lack of mastery. In such cases, the student should focus on reading aloud thereby practicing whichever skills he/she needs to reinforce.
For students who read slowly without self-correction, it’s important to pinpoint the source of their lack of fluency. Is it confusion with letters or nekudos? Assessments targeting these skills can provide detailed reports, highlighting the areas where the child is struggling. Typically, if a child lacks fluency within words, it often stems from a deficiency in basic skills like letters, nekudos, or single syllables.
In most cases, fluency reading programs prove to be the most efficient and effective way to build and enhance fluency.
Fluency Reading Program Level 1: Letters
Fluency Reading Program Level 2: Nekudos
Q & A
Question: I work with Kindergarten-aged children, specifically 5-6 years old. One of them exhibits very slow reading, though generally accurate. It took him 2 minutes and 25 seconds to read 30 flashcards, making one mistake from the letters Alef through Tes. Any suggestions for a schedule I can follow with him?
Answer: For this child, I recommend using the purple sefer. Start from the first page and ensure the child points on his own while reading aloud just the letter names. Progress to the next page only when the child can read the current page with zero errors or self-corrections in 40 seconds or less.
Question: How many times should I have the child do the same page before moving on even if it’s not fast enough? One of them is very slow and will get frustrated if he has to keep repeating the same page…
Answer: Take the time you need! Don’t move on until your student can read the page accurately, confidently, and fluently. It’s crucial not to rush the child’s fluency. Introducing more letters before they become fluent in the ones they know can turn them into a non-functional reader, leading to frustration. Remember, frustration often stems from pressure and feeling inadequate.
When working with dyslexic students or students with academic challenges, it’s essential to be patient and build a child’s self-confidence. Spending a week on a single page can be both productive and enjoyable. The one-on-one attention is valued by the kids, and it’s important to occasionally reiterate that there’s no rush in learning to read.