Fluency Building Strategies Using Easier Texts
Shorter Texts with Known Vocabulary Motivate Struggling ELLs to Read
Dec 26, 2008
Typically, struggling ELLs have a low self-esteem with regard to their ability to close the reading gap. They struggle to improve fluency levels in reading.
They often are considered borderline ELLs according to school standards and have poor reading strategies. Some are too intimidated to read beyond the first few sentences of a given text.
The right text type can facilitate vocabulary learning and comprehension, which improves fluency, thus motivating struggling ELLs to read.
Struggling ELLs Need Shorter Texts With Known Vocabulary
The role of vocabulary knowledge is crucial for helping ELLs develop fluency according to Diane M. Barone and Shelley Hong Xu, authors of Literacy Instruction for English Language Learners Pre-K-2 [Guildford Publishing, 2007]. Choosing texts for practicing fluency should take place once ELLs have already managed to read the targeted words with greater understanding; the focus on developing fluency involves practice with easy texts in which all the words are familiar.
If texts or passages initially appear too difficult for ELLs, the teacher can facilitate fluency by reworking the structure or vocabulary of the text in order to increase active reading practice.
Fluency Building Strategies for Struggling ELLs
When introducing a new text, teachers should aim to expose students to all types of texts, including shorter varieties such as dialogues, songs, poems, advertisements, and greeting cards. Teachers should also preview text structure to aid ELLs in overcoming challenges related to comprehension (Barone & Xu). Here are some fluency building strategies that help struggling ELLs with the process of closing the reading gap:
- Use texts on motivating topics that relate to students’ background knowledge.
- Simplify language structure, syntax, and semantics.
- Provide sufficient vocabulary preparation prior to having students work on the text.
- Rewrite difficult sentences to make them less ambiguous.
- Link reading tasks with at least one oral activity such as echo or repeated reading.
- There should be a 50-50 balance between texts and activities.
- Develop pre-middle and post reading tasks
- Accompany texts with glossed words in an easy-to-understand context.
- Identify different reading strategies for different texts
Struggling ELLs need a variety of exposure to and practice with texts that are motivating if they are to become fluent readers. Meaningful vocabulary and comprehension activities help complement the text so that students become motivated and engaged. The choice of materials has important implications for giving ELLs the tools necessary for becoming fluent readers. Students will eventually be able to read much more fluently if their teachers know how to manipulate the level of the text.
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