Develop Fluency and Comprehension With Reading

Ecole Globale says that Repeated reading is that the practice of getting a scholar read the same text over and over until their reading is fluent and error-free. This process will be applied individually or during a group setting. Repeated reading was accustomed initially to support students with learning disabilities that impacted their reading until educators accomplished that most students will enjoy this methodology.

Teachers use this reading strategy primarily to extend the fluency of their students. Repeated reading advantages students whose reading is correct but choppy by serving to them develop automaticity, or the ability to read quickly and accurately. With this automaticity comes increased comprehension and better success in reading in general.

How to Use the repeated Reading Strategy

Capital of education Dehradun is focusing on the students by developing their reading and Comprehension in a good Fluency, Boarding schools are using different kinds of techniques by which they can understand easily some repeated reading is easy to execute and may be done with any genre of book. Follow these tips for selecting the right text.

Choose a text that’s just about 50–200 words.

Select a passage that’s decodable, not predictable.

Use a text that’s between the student’s tutorial and frustration levels — they ought to mostly be able to read it without you facilitate, but this can need decoding and mistakes are made.

Now that you just have your text, you’ll enact this method one-on-one with a student. Introduce the passage to them and supply background info as needed. The scholar ought to scan the passage aloud. You’ll be able to give definitions for difficult words that they encounter, however, allow them to pronounce them on their own and take a look at to figure out them out for themselves first.

Have scholars re-read the passage up to three times till their reading is smooth and efficient. The goal is for his or her reading to come as close to authentic language as possible. You’ll like better to use a fluency chart to track their progress.

Individual Reading Activities

Repeated reading may be kept away from a teacher to promote reading independence. While not having the ability to rely on you for steerage, students can learn to use their decoding and problem-solving skills once faced with challenges. Have your scholars try repeated reading independently with these two activities.

• Tape assistance

A tape machine is a superb tool for serving your students practice fluency through re-reading. You’ll be able to either obtain a pre-recorded text or record a passage yourself for students to listen to. They then follow on the primary time through, then read in unison with the tape the next three times, on every occasion growing faster and a lot of confident.

• Timed Reading

Timed reading needs a student to use a timer to time their reading. They’ll use a chart to record their time with each reading and see themselves improve. Prompt them that the goal is to be able to scan quickly and correctly, not just quickly.

Partner Reading Activities

The repeated reading strategy conjointly works well in partnerships and small teams. Have scholars sit close to each other and share or print multiple copies of a passage. Try a number of the following partner reading activities to support your scholars in reading more effortlessly.

• Partner Reading

Group scholars of the same or similar reading levels into pairs and opt for several passages ahead of time. Have one reader go 1st, selecting whichever passage interests them, whereas the opposite listens. Reader One reads their passage three times, then the scholars switch, and Reader two reads a new passage aloud three times. The scholars will discuss what they learned and facilitate one another as needed.

• Choral Reading

The strategy of choral reading lends itself nicely to repeated reading. Again, group scholars of constant or similar reading levels into pairs or small teams, then have them all read a text in unison. Students knowledge fluent reading appearance and sounds and that they will practice working toward this by listening to their peers and leaning on each other for support. This could be done with or without a tutor.

• Echo Reading

Echo reading could be a scaffolded repeated reading strategy. During this activity, students follow in conjunction with their fingers, whereas the teacher reads a brief passage once. Once the teacher has finished, the scholars read the passage themselves, “echoing back” what they were simply read. Repeat one or two times.

• Dyad Reading

Dyad reading is comparable to echo reading; however, it is done with students of various reading levels instead of with students and a tutor. Place scholars in pairs with one strong reader and one that’s not as strong. Choose a passage that’s at the frustration level of the lower reader and can presumably be at the high tutorial or independent level of the stronger reader.

Have the scholars read the passage together. The stronger reader takes the lead and reads confidently, whereas the other reader will their best to stay up. The scholars repeat till they’re nearly reading chorally (but no quite three times). Through dyad reading, the stronger reader practices intonation, prosody, and comprehension, whereas the second reader practices fluency and accuracy.

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