Mark Pennington

Posted on 6/23/09

Jo knows! Of course with summer tutoring (limited time), you
can't do everything. I suggest that you pinpoint areas of
relative weaknesses via diagnostic assessments (free and
easy-to-use) at http://penningtonpublishing.com/assessments.php,
prioritize and then tackle a few of these deficits while you
work with your fluency. Suggestion: use expository passages and
all the motivational gimmicks such as timing charts. On 6/23/09,
Jo wrote:
> My first question is why isn't the student fluent? Decoding
> issues, unfamiliar with sight words, tracking problems,
> recall problems. Fluency work (multiple readings of text
> that is accurate at 98%) will increase speed, but if there
> are underlying problems with decoding, fluency will not come
> with practice but with direct instruction of decoding until
> it is automatic and automatic recognition of common words.
>
> Comprehension can be decreased by problems with fluency, but
> it can also be caused by an underlying problem with language,
> lack of vocabulary, inability to visualize the text, or
> inability to express the understanding.
>
> Don't overlook the basics to try to get fast results because
> they won't truly come.
>
> On 6/22/09, Miss J wrote:
>> I am tutoring a student going into 4th grade this summer
>> for reading. My goals for this student are to increase
>> reading comprehension and fluency. I feel that if we tackle
>> fluency first their comprehension will also increase. I am
>> looking for inventive ways to teach fluency. I have so far
>> worked with poems, reading chorally and echo reading...any
>> ideas?
>>
>> Thanks!!

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