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Jim's Hints for Using...
Repeated Reading |
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Take
Steps to Keep the Student Invested in the Activity. Repeated
reading is effective as an intervention to build student reading fluency because it gives the student lots of reading
practice. However, this activity could become dull and uninteresting for the student over time. If you find that
the student is beginning to lose interest in repeated reading, consider:
- Providing praise to the student in specific terms for good reading.
- Allowing the student to pick out high-interest books or articles to
use for repeated reading.
- Using a stop-watch, monitor the student's reading rate during each
repeated reading and chart the results on a graph.
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The student reads through a passage repeatedly, silently or aloud, and receives
help with reading errors.
Materials:
- Reading book
- Stop watch (if readings are to be timed)
Preparation:
- The teacher, parent, adult tutor, or peer tutor working with the student should
be trained in advance to use the listening passage preview approach.
Steps in Implementing This Intervention:
Step 1: Sit with the student in a
quiet location without too many distractions. Position the book selected for the reading session so that both you
and the student can easily follow the text.
Step 2: Select a passage in the book
of about 100 to 200 words in length.
Step 3: Have the student read the passage
through. (Unless you have a preference, the student should be offered the choice of reading the passage aloud or
silently.)
Step 4: If the student is reading aloud
and misreads a word or hesitates for longer than 5 seconds, read the word aloud and have the student repeat the
word correctly before continuing through the passage. If the student asks for help with any word, read the word
aloud. If the student requests a word definition, give the definition.
Step 5: When the student has completed
the passage, have him or her read the passage again. You can choose to have the student read the passage repeatedly
until either the student has read the passage a total of 4 times (Rashotte & Torgesen, 1985) or the student
reads the passage at the rate of at least 85 to 100 words per minute (Dowhower, 1987; Herman, 1985).
References
Dowhower, S.L. (1987). Effects of repeated reading on second-grade transitional
readers' fluency and comprehension. Reading Research Quarterly, 22, 389-406.
Herman, P.A. (1985). The effects of repeated readings on reading rate, speech pauses, and word recognition accuracy.
Reading Research Quarterly,
20, 553-565.
Rashotte, C.A. & Torgesen, J.K. (1985). Repeated reading and reading fluency in learning disabled children.
Reading Research Quarterly,
20, 180-188.
Rasinski, T.V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. Journal of Educational Research,
83(3), 147-150.
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