FLUENCY
AUDIO-ASSISTED READING
This exercise should be used while reading with an individual student or a small group.
How to use audio-assisted reading:
Choose a reading passage and audio recording that is slightly above students' independent reading levels.
Students to listen to the audio while following along on the paper copy.
Have students read out loud along with the audio recording.
Ask students to read the passage without the audio.
Have students read and re-read along with the audio until they feel comfortable reading the text unassisted.
CHORAL READING
Choral reading is reading aloud in unison with a whole class or group of students. This can build fluency skills, self-confidence, and reading motivation.
How to use choral reading:
Choose a book or passage that works well for reading aloud as a group:
Patterned or predictable (for beginning readers)
Not too long
At the independent reading level of most students
Provide each student a copy of the text so they may follow along. (Note: You may wish to use an overhead projector or place students at a computer monitor with the text on the screen)
Read the passage or story aloud and model fluent reading for the students.
Ask the students to use a marker or finger to follow along with the text as they read.
Reread the passage and have all students in the group read the story or passage aloud in unison.
PAIRED/ PARTNER READING
Paired reading is a research-based fluency strategy used with readers who lack fluency. In this strategy, students read aloud to each other. When using partners, more fluent readers can be paired with less fluent readers, or children who read at the same level can be paired
How to use paired reading:
Pair students either by same reading ability or by high level readers with low level readers.
Encourage pairs to ask each other about what was read. "What was your page about? What was your favorite part?"
Implementing the strategy:
Introduce the students to the Paired Reading strategy. This includes:
Establishing a routine for students to adopt so that they know the step-by-step requirements for engaging in paired reading (i.e. Will they read out loud, simultaneously? Will they take turns with each person reading a paragraph? a page? Or will one person read while the other person listens?).
Teaching students a procedure for error-correction when supporting each other's reading (i.e. re-reading misread words; signals for difficulty).
Modeling the procedure to ensure that students understand how to use the strategy.
Ask students to begin reading in pairs and adjust reading speed if reading simultaneously so they stay together.
Have students offer feedback and praise frequently for correct reading.
Monitor and support students as they work.
READER'S THEATER
Reader's theater is a strategy that involves prompting students to read parts in scripts. In this activity, they do not need to memorize their part. Instead, they should reread it several times, thus developing their fluency skills. This exercise works best in small groups.
How to use reader's theater:
Choose a story that can be divided into parts, or character.
Assign reading parts to each child.
Ask students to read their scripts orally for practice.
Have students read assigned parts to the audience.
Reader's theater scripts:
SHARED READING
Shared reading occurs when students join in or share the reading of a book or other text while guided and supported by a teacher. This technique can be used before, during, and after reading with individual students, groups, or the whole class.
How to use shared reading:
Introduce the story by discussing the title, cover, and author/illustrator. Ask the students to make predictions regarding what they think the story might be about.
Read the story aloud to the students using appropriate inflection and tone. Pause and ask the students to make predictions. Ask brief questions to determine students' comprehension level.
Conclude the reading by reserving time for reactions and comments. Ask questions about the story and relate the story to the students' similar experiences. Ask the children to retell the story in their own words.
Re-read the story and/or allow time for independent reading.
Conduct follow-up activities such as making crafts related to the story.
TIMED REPEATED READINGS
Timed repeated readings allow students to familiarize themselves with a text, and increase their reading comprehension. Subsequently, the following times they reread, fluency will improve. This practice is only applicable to one-on-one work with students.
How to use timed repeated readings:
Timed repeated readings should be done using books or passages the student is familiar with. Most timed repeated reading sessions should include 3-4 re-readings of the same text.
What you will need:
Two copies of the assessment passage — one for the student and one for the teacher
Stopwatch or clock
Pencil
Carefully select passage to be used, and determine the type of assessment information you want to gather:
One minute reading:The student reads for 1 minute. The teacher or partner counts the number of words read correctly in one minute (WCPM). This score is as valid as calculating perfect correct or accuracy on longer readings. Provide some practice time with non-assessment reading material before beginning the 1 minute timed reading.
Timed repeated readings: The student reads the same passage for 1 minute multiple times (3-5). The teacher or partner counts how words the student read in 1 minute. The number of words read results can be graphed using a bar graph.
Words correct per minute (WCPM): Choose a passage. Time the student when s/he reads the passage.