What is Accuracy?
![Picture](/uploads/9/8/9/1/9891547/755902.jpg?337)
The accurate decoding of words in text.
Accuracy and fluency work together, hence why I felt that "stitching" them together in my graphic was appropriate. When researching accuracy it's hard to find anything that doesn't also include fluency, probably because you really can't have one without the other.
Fluent readers have highly automatic word recognition, and the skills to sound out unfamiliar words; dysfluent readers make frequent mistakes, have poor word recognition, skip words, substitute similar-appearing words, and struggle with unfamiliar words.
Accuracy requires students to have:
Accuracy and fluency work together, hence why I felt that "stitching" them together in my graphic was appropriate. When researching accuracy it's hard to find anything that doesn't also include fluency, probably because you really can't have one without the other.
Fluent readers have highly automatic word recognition, and the skills to sound out unfamiliar words; dysfluent readers make frequent mistakes, have poor word recognition, skip words, substitute similar-appearing words, and struggle with unfamiliar words.
Accuracy requires students to have:
- A strong understanding of the alphabetic principle
- The ability to blend sounds together
- Knowledge of a large bank of high-frequency words
Why is it critical to literacy?
We believe that an accuracy score alone is not enough to determine instructional, or guided reading, text levels. A combination of accuracy along with a measure of a student’s comprehension of the text are both important to consider. (Fountas & Pinnell)
"Teachers need to know that word recognition accuracy is not the end point of reading instruction. Fluency represents a level of expertise beyond word recognition accuracy, and reading comprehension may be aided by fluency. Skilled readers read words accurately, rapidly and efficiently. Children who do not develop reading fluency, no matter how bright they are, will continue to read slowly and with great effort " (Adams, 1990).
“Poor word-reading accuracy has obvious negative influences on reading comprehension and fluency. A reader who reads words incorrectly is unlikely to understand the author’s intended message, and inaccurate word reading can lead to misinterpretations of the text.” (Hudson, Lane, & Pullen, 2005, p. 703).
"Teachers need to know that word recognition accuracy is not the end point of reading instruction. Fluency represents a level of expertise beyond word recognition accuracy, and reading comprehension may be aided by fluency. Skilled readers read words accurately, rapidly and efficiently. Children who do not develop reading fluency, no matter how bright they are, will continue to read slowly and with great effort " (Adams, 1990).
“Poor word-reading accuracy has obvious negative influences on reading comprehension and fluency. A reader who reads words incorrectly is unlikely to understand the author’s intended message, and inaccurate word reading can lead to misinterpretations of the text.” (Hudson, Lane, & Pullen, 2005, p. 703).
assessment ideas
- Listening to oral reading and counting the number of errors per 100 words can provide invaluable information for the selection of appropriate text for instructional purposes.
- Running Record and Miscue Analysis – provides more detailed information on which strategies the student is successfully using, and which he or she is failing to use.
- Repeated Readings – works on all areas of reading fluency (accuracy, rate, and prosody).
- Timed Repeated Readings – focus on increasing rate and accuracy.
- Repeated readings with recorded models – provides students with a fluent and accurate model without the need of the teacher.
- Other instructional resources to improve all areas of fluency:
· Read Naturally
· Read-Along Radio Dramas
· Phonics Phones/Whisper Phones
· QuickReads
Instructional Strategies
Strategies from thedailyCAFE.com:
- Abundant easy reading
- Look carefully at letters and words
- Cross Checking... Do the pictures and/or words look right? Do they sound right? Do they make sense?
- Flip the sound
- Use the pictures... Do the words and pictures match?
- Use beginning and ending sounds
- Blend sounds; stretch and reread
- Chunk letters and sounds together
- Skip the word, then come back
- Trade a word/guess a word that makes sense
- Recognize words at sight
Resources
ThedailyCAFE.com
Adams, M.J. (l990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
Boushey, G. & Moser, J. (2009) The CAFE Book: Engaging all students in daily literary assessment and instruction. Stenhouse Publishers.
Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in elementary grades.
Stenhouse Publishers.
Adams, M.J. (l990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
Boushey, G. & Moser, J. (2009) The CAFE Book: Engaging all students in daily literary assessment and instruction. Stenhouse Publishers.
Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in elementary grades.
Stenhouse Publishers.