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Sunday, November 14, 2010

Reading fluency norms for linguistically diverse

  Once again it is about the struggle between "diversity", "norms" and "standards". It is obvious that  linguistic diversity  impacts the practice of speech ,articulation, language, and fluency. While I was reading on "linguistically diverse populations". I finally understood why, US born children can be labeled as English Language Learners(ELL)!!!Well here it is: "Frequently linguistically diverse individuals/public school students are classified or referred to as “Limited English Proficient”(LEP)/English Language Learners (ELL). These are individuals who are learning or have learned to speak, understand, read, and/or write English as a second or other language, even though they may have spent a number of years in an English speaking environment."  here.  So your LEP child is a ELL only when you disclose that he has learned to speak and understand another language.Voila..disclosing or not a reading gap will expose any exposure to foreign languages. And it is emotional for every children, LEP or ELL...

As a current simultaneous, sequential bilingual parent and  ELLish/LEPish student; I understand the pain  that comes with  non-fluency  and fluency norms. I was that child that would stare and just do instead of talking. I was that child  mixing languages and dialects while reciting a poem in front of the class. I would fight by not answering in the correct language to my parents so they would understand my pain. Linguistically diversity is a blessing that comes with a curse at the beginning!! Fluency building strategies are out there but the secret is patience. Be patient, everybody makes it  regardless of the norms.Here a comforting article for bringing up bilingual children.

Bilingualism is normal. Millions of children are growing with more than one language.However having to perform accordingly to the norm is not normal for linguistically diverse. It is normally intimidating. We are reading slow but reading, and speed will come along. Diversity is good, fluent or not.
Below the famous chart...so fluid...oh yeah...Reading is fun!

2006 Hasbrouck & Tindal Oral Reading Fluency Data
Grade
Percentile
Fall WCPM*
Winter WCPM*
Spring WCPM*
Avg. Weekly
Improvement**
1
90
75
81
47
111
82
1.9
2.2
50
23
53
1.9
25
10
12
6
28
15
1.0
0.6
2
90
75
106
79
125
100
142
117
1.1
1.2
50
51
72
89
1.2
25
10
25
11
42
18
61
31
1.1
0.6
3
90
75
128
99
146
120
162
137
1.1
1.2
50
71
92
107
1.1
25
10
44
21
62
36
78
48
1.1
0.8
4
90
75
145
119
166
139
180
152
1.1
1.0
50
94
112
123
0.9
25
10
68
45
87
61
98
72
0.9
0.8
5
90
75
166
139
182
156
194
168
0.9
0.9
50
110
127
139
0.9
25
10
85
61
99
74
109
83
0.8
0.7
6
90
75
177
153
195
167
204
177
0.8
0.8
50
127
140
150
0.7
25
10
98
68
111
82
122
93
0.8
0.8
7
90
75
180
156
195
165
202
177
0.7
0.7
50
128
136
150
0.7
25
10
102
79
109
88
123
98
0.7
0.6
8
90
75
185
161
199
177
199
177
0.4
0.5
50
133
151
151
0.6
25
10
106
77
124
97
124
97
0.6
0.6

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