The Words Children Speak and Write: Towards a Fluency Assessment Framework for K-3

ABSTRACT

This study aimed to develop a framework for developing reading fluency assessment tools for use in K-3 classrooms based on young children free speech and writing. The framework will enable teachers to create contextualized assessment tools while allowing them to design beginning reading instructional materials for the primary grades. The framework will also allow educators to access frequently used words that are most relevant to students, thus facilitating the planning of effective programs that engage learners in the curriculum. The significant findings of the study revealed patterns in children speech and writing, reflecting their early childhood experiences, socialization, and shared cultural customs. As children grew older or progressed to higher grade levels, differences in their productive language emerged, reflecting the complexity of vocabulary and local cultures. Older children words also reflected their evolving interests, exposure to technology, consumerism, and their second language, English or Filipino/Tagalog. The study concluded that the use of standardized wordlists in English and their translation into Philippine languages as a basis for assessing reading fluency of young Filipino children was not contextually appropriate. Children words were reflective of their experiences and culture, and translations alone could not capture the richness and relevance of their language. The findings underscore the importance of considering children spoken and written words in fluency assessment and in developing reading materials that effectively engage young learners.

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