The Early Intervention team would like to welcome you to a new school year! The Early Intervention Program (EIP) is a federally funded program offered through Title I, Part A for children in grades K-3. There is no charge to parents for participation in the program. With the use of Title I funds, EIP teachers will be able to provide additional help to assist the classroom teacher in the areas of Reading and Language Arts. Your child will benefit from additional instruction in the area of Reading. We know the Early Intervention Program will give your child the boost that will help in all his/her schoolwork.
If you would like additional information regarding this program, please contact 983-5690.
If you would like additional information regarding this program, please contact 983-5690.
Fluency and Why Is It Important?
"Fluency is important because it provides a bridge between word recognition and comprehension" (National Institute for Literacy, 2001).
Fluency is extremely important in reading. More fluent readers read text faster and have more time to think about what they are reading. This leads to a higher comprehension of the text. Slower readers have inappropriate phrasing, lower word recognition skills and little change in their voice tone. Slower readers tend to have more difficulty with comprehension due to the time spent decoding words in the text.
Fluency is a skill that students are always trying to improve. As students continue to learn, the expectation of fluency continues to rise. Readers who are more fluent can read at a rapid pace (speed at which oral or silent reading occurs), automatically recognize words (efficient decoding skills) and phrase correctly (ability to read a text orally using appropriate pitch, stress and phrasing).
Average readers need a minimum of five exposures to a new word before they automatically recognize it. Some students require over 40 exposures to new words before they recognize the word. As teachers we have students read books at their independent reading level. This provides practice reading with the majority of the text at the students reading level. This helps build confidence for the student and automatic word recognition.
Some ways to help your child at home with fluency:
Happy Reading,
Academic Intervention Specialist
Fluency is extremely important in reading. More fluent readers read text faster and have more time to think about what they are reading. This leads to a higher comprehension of the text. Slower readers have inappropriate phrasing, lower word recognition skills and little change in their voice tone. Slower readers tend to have more difficulty with comprehension due to the time spent decoding words in the text.
Fluency is a skill that students are always trying to improve. As students continue to learn, the expectation of fluency continues to rise. Readers who are more fluent can read at a rapid pace (speed at which oral or silent reading occurs), automatically recognize words (efficient decoding skills) and phrase correctly (ability to read a text orally using appropriate pitch, stress and phrasing).
Average readers need a minimum of five exposures to a new word before they automatically recognize it. Some students require over 40 exposures to new words before they recognize the word. As teachers we have students read books at their independent reading level. This provides practice reading with the majority of the text at the students reading level. This helps build confidence for the student and automatic word recognition.
Some ways to help your child at home with fluency:
- Reading Aloud By reading aloud, students hear you model proper phrasing and pitch.
- Paired Reading Read the text together. As you read, students will keep up and practice proper speed.
- Echo Read With this strategy, you read a little bit then the student reads. They could read the same passage or continue reading in the book.
- Poetry Poetry is naturally full of expression and rhythm. Pick a poem and read it at least four times. With each reading, the student will become more fluent.
Happy Reading,
Academic Intervention Specialist