Word Identification and Fluency

There are many key approaches to assess students with respect to word identification one is by using timed repeated readings which help students with decoding as well as their word identification ability. Other ways to assess students with respect to word identification that are suggested in the Tompkins book are keeping running records: miscues, errors with respect to semantics, graphophonic and syntactic cueing systems; and using decoding ability tests (305). These different ways allow the teacher to hear where the students struggle and where they are progressing to know what areas they need to focus on or what areas they can back off from a little.

One key approach to assessing students with respect to fluency are by using running records just like for word identification, but by paying attention to the speed, intonation and pauses. Another approach to assess students with respect to fluency are by using echo, choral, partner and whisper readings, these four ways start off by supporting students the most to giving the least support which helps them become more fluent as the progress. These assessment approaches allow the teacher to hear how the student reads, is it choppy, smooth, etc…, and lets them slowly phase out of the reading and let the students read on their own to become a more fluent reader.