Student 1 Julie Mcgill

Student 2 Kelly Murphy

Student 3 Amanda Hatten

Outline

What It Is

Why It Is Important

How It Is Effectively Implemented

Supported Reading Techniques

Assisted Reading

Issues to Consider

Summary

What Is Repeated Reading?

Repeated reading is the best approach to improve children’s reading speed. In this, “children practice rereading a book or an excerpt from a book three to five times, striving to improve their reading rate and decrease the number of errors they make”(Tompkins, 2003). Tompkins adds that teachers use this technique in literature focus units and reread favorite books during reading workshop. According to Caldwell and Leslie (2005), “the term repeated reading usually refers to a more structured format in which the student orally rereads a short selection until a certain level of accuracy, speed, or expression is attained, with the teacher providing guidance and feedback after each reading.”

Why Is It Important?

According to Bear, Invernizzi, Templeton, and Johnston (2004), it is important to build fast, accurate recognition of spelling units to build accuracy and automaticity in word recognition. Bear, et al (2004) adds that fluent readers have fast, accurate recognition of words in context. Repeated reading of familiar text builds fluency, and fluency builds a foundation for comprehension, so it’s importance is naturally evident.

How Is This Strategy Effectively Implemented?

Tompkins (2003) suggests that repeated readings be used in the following individualized procedure:

*Conduct a pretest. The child chooses a textbook or trade book and reads a passage from it aloud while the teacher records the reading time and any miscues. The teacher clarifies any miscues so that the child won’t practice reading the error and reinforce a problem.

*Practice rereading the passage. The child practices rereading the passage orally or silently several times.

*Conduct a posttest. The child rereads the passage while the teacher again records the reading time and notes any miscues.

*Compare pre- and posttest results. The child compares his or her reading time and accuracy between the first and last readings. Then the child prepares a graph to document his or her growth between the first and last readings.

Supported Reading Techniques

Repeated Reading is a strategy that can easily be implemented at school and at home.

Following are three repeated reading activities that are used to increase fluency:

Echo Reading: A fluent reader reads one line. The struggling reader repeates that line while finger pinting to the text. As the struggling reader improves, the fluent reader should increase the number of lines he or she is reading.

Choral Reading: A fluent reader and a struggling reader read the same text aloud together.

Partner Reading: A fluent and nonfluent reader take turns reading. The fluent reader starts by reading one sentence and the nonfluent reader reads the next sentence. When there is improvement, the number of sentences read should be increased.

Assisted Reading

Children are exposed to assisted reading well before they enter kindergarten. Hoskisson (1977) believes that children are capable of benefiting from assisted readings as early as age 4. These assisted readings come in the forms of parents or teachers reading a book with a child and having the child repeat what the parent has read. Hoskisson discusses three stages of assisted reading. Stage one the children might not even look at the book as they repeat the story. The proficent reader encourages the child to follow along with their finger to develop their concept of word. As the child moves into stage two, they are eager to read words they have already learned. The reader might leave out words that they think the child knows so that the child will include the word on their own as they reread. Stage three the child is able to do the initial reading on their own and the proficent reader will provide assistance when the child comes to a word they do not recognize.

Issues to Consider

“This procedure is useful for children who are slow or inaccurate readers”(Tompkins, 2003). Repeated Reading practice may not be effective or instructionally appropriate for on track readers, especially after the primary grades. Instead, this practice is most useful with students who struggle and need more guided support.Tompkins (2003) and Caldwell & Leslie (2005) agree that the teacher serves a vital role in improving students’ fluency by providing guidance during the reading, feedback and corrections after the reading, and a visual representation of the child’s progress. Caldwell and Leslie (2005) also add that “structured repeated reading is most commonly used with oral reading, but it can involve silent reading”, and volunteers, aides, and tutors can be trained to implement repeated reading.

Morris (2005) recognizes several issues regarding implementation of repeated readings in a tutoring setting:

*How to choose the passage that the child will read?- A passage chosen for repeated readings should be at the child's instructional level.

*How to determine the number of repeated readings per tutoring session.- Two repeated readings trials can be conducted each tutoring session.

*How to monitor the child's oral reading?- During the repeated readings trials, the tutor must monitor the quality of the child's oral reading by assessing if in the readings the child is making sense and reading the words on the page.

*How to graph the results?- Graphing results is an indispensible part of the repeated readings method. Repeated Reading Chart

Summary

Repeated reading can serve as a great tool for all learners. This practice develops automaticity and fluency, stepping stones to comprehension, while building confidence in young readers. Teachers can use this technique with very few planning and material needs, but must also be mindful to provide constructive feedback so students can completely benefit from the task.

References

Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words Their Way: Word study for phonics, vocabulary,

and spelling instruction. New Jersey: Pearson Merrill Prentice Hall.

Caldwell, J. & Leslie, L. (2005). Intervention Strategies to Follow Informal Reading Inventory Assessments: So what do I do now? Boston: Pearson A and B.

Hoskisson, K. (1977). Reading Readines: Three Viewpoints. The Elementary School Journal 78, 44-52.

Morris, D. (2005). The Howard Street Tutoring Manual: Teaching at-risk readers in the primary grades. New York: The Guilford Press.

Morrow, L.M., Kuhn, M.R., Schwanenflugel, P.J. (2006). The Family Fluency Program. The Reading Teacher 60, 322-333.

Tompkins, G. (2003). Literacy for the 21st Century: Teaching reading and writing in pre-kindergarten through grade 4. New Jersey: Merrill Prentice Hall.

External Links

http://www.teachervision.fen.com/reading/teaching-methods/3789.html

This link to Teacher Vision provides a very informative article on Repeated Reading, how to teach it, and how it can be used for groups, pairs, or individual students.

http://www.readingcenter.buffalo.edu/center/research/tmgrr.html

This link to a Teacher Modeling-Guided Repeated Readings article provides additional research, supporting theory, and assessment of progress in fluency, as developed by Michael Kibby.

http://www.nationalreadingpanel.org

This site has the reading panel's results and findings from their 2000 study, along with information about repeated readings and other studies. Use the search engine link for more on this topic.

Commentary by Sara McGinnis

You guys did a great job summarizing all of your research. I thought that it was very well put together and informative. Some little things that I saw were that the miscue link is broken and I think that we had to have a table or picture on this one. Check to make sure! Other then that great job girls!

Commentary by Christy Nobles

I think that this was a very informative page with a lot of resource information for teachers who are interested in repeated readings. I see that the commentary above stated that there was not a table but I think that your link to readers workshop connected you to a table so, good job! Other than the link not connecting on miscues, overall I think that this was a great Wiki!