Review of "“Improving Fluency Skills of Secondary Level Students from Diverse Backgrounds" by D. O'Shea, K. McQuiston, and M. McCollin

Journal Review of “Improving Fluency Skills of Secondary Level Students from Diverse Backgrounds”

Ray Etheridge

Western Washington University

O’Shea, D, McQuiston, K. and McCollin, M., (2009) Improving Fluency Skills of Secondary Level Students from Diverse Backgrounds. Preventing School Failure, 54(1), 77-80.

Review

After the introduction, and a short discussion of why all teachers need to concern themselves with English language learning, due to the prevalence of ELL (English Language Learners) at all levels of education the article begins with a discussion of how language skills develop from basic picture and words phonics to literary competency and finally fluency itself. It then launches into the bulk of the piece which introduces and variety of techniques and methods meant to aid the teacher in the teaching of fluency. Such techniques include Repeated Reading, Multicultural Readings, Oral Histories, Choral Readings, Echo and Antiphonal activities. Each is in tern defined, discusses in regards to its usefulness and an example given of how it can be implemented in class. Naturally a discussion of Culturally Diverse (CD) students and Culturally and Linguistically Diverse backgrounds in included and the lists of books supporting such activities are provided. The article concludes with a discussion of follow up activities and ways to reinforce the lessons that should enable the student to engage in more self directed critical thinking exercises and how the teach can monitor such activities.
Overall the article is designed as a tool of instruction which is intended to list, discuss and guide an educator as to what type of activities they can engage their students in so as to increase their fluency in English. This article is clearly intended for educators. Aside from the overall theme the article is filled with jargon and terms that few outside of the education community would be familiar with, which this is more of a comment than a criticism it does limit the accessibility of the article somewhat. The overall flow of the article is good, presenting the situation the article is addressing, discussing the relevant research, defining goals and techniques that will be explained and then the explanations of the terms and techniques. A summary paragraph discussing how these techniques can aid students reiterating the importance of repetition and the basic fluency development methodology concludes the work. While useful as an introduction to these techniques and with a substantial bibliography the article does not provide or discuss the trade-offs, advantages or time considerations of the techniques it discusses. The initial discussion of how literacy develops into fluency is the strongest and most informative part of the article. It is well written and supported by the research and bibliography. As for the rest, the overall discussion is good, the techniques are introduced and defined well and while the various suggestions are good and useful without more specific details or strategies one is left with little more than a series of good ideas, all the hard work, or additional research one must do on one’s own. One is left wondering how much time, what results you can expect and how assessment and standards are addressed by these ideas in a timely manner. Perhaps it was not the author’s intent to include these in the discussion but without them the article merely serves and an introduction to the subject and little more. Worth reading, but ultimately one wishes for more from an article aimed at improving fluency.