A Learning Strategy

A Learning StrategyRepeated Reading

Presented by: Senica L. Gonzalez

What is Repeated Reading?Repeated reading of familiar text is a strategy to increase reading fluency.(Levy, Coleman, & Alsman, 2002)

Why increase reading fluency?A fluent reader has developed automatic word recognition skills, which allows the reader to spend more of his or her energy on comprehension and less on decoding. (Levy, Coleman, & Alsman, 2002)

Automatic word recognition gives the reader the skills necessary to

recognize written words accurately and efficiently and without contextual help

spend more time understanding key points

This can be improved by practicing w/word walls, lists, word grids, and flashcards.

How do I use this learning strategy and where do I begin?

Begin by choosing your method Choose a fascinating pieceBreak it into piecesModelExecute

Repeated Reading ActivitiesWord WallWall containing sight words used as reference for varied classroom activities targeting reading and writing skills. Readers TheaterThe reading aloud of a text in a method that aligns closely with acting in order to convey the stories the students read. Classic Oral Repeated ReadingStudents read and reread passages of text aloud, which assists the student in pairing the written word and spoken word.

Word Wall

May use high frequency or irregular wordsCreate games and activities utilizing the words on the wallEncourage the students to use wall as reference or require use during activitiesCreate bell work using some of the wordsPoint out words found on wall when reading a passageTest and assess knowledge of words on the wall and add or remove words as needed

Wall containing sight words used as reference for varied classroom activities targeting reading and writing skills.

Readers Theater

Practice reading their parts as a pair, or in a groupStudents are assigned to read different portions of a script chosen by the teacher, class, or groupChoosing a script from a popular book, TV show, movie, play, event, etc. helps with student engagementStudents can perform within their group, in front of the class, or just in front of the teacherThe reading aloud of a text in a method that aligns closely with acting in order to convey the stories the students read.

Classic Oral Repeated Reading

Improves rate and rhythm of students readingStudents should read and reread the selected passage aloudStudents may read aloud independently, paired with another student, small group, or with the class as a whole.Choose a passage that is brief and interesting to the student

Students read and reread passages of text aloud, which assists the student in pairing the written word and spoken word.

Whichever strategy you decide on using under the umbrella of Repeated Reading, just make sure to keep this mind

All passages should be read no more then 3-5 times to avoid boredomChoose your passages with your students interests in mind Keep the passages brief and intriguing Ask your students to keep comprehension in mindKeep regular assessments to monitor their progress

You can make a change in a students reading rate, rhythm, overall fluency, and comprehension. This is HUGE because

reading and decoding words becomes laborious for a student with difficulties and comprehension is lost because the focus is somewhere elseOnce fluency and word recognition is increased, successful comprehension followsRepeated Reading is just one of many ways to make this happen.

You will help a student become a powerful reader!

ReferencesThank you for your time!THE ENDLevy, S., Coleman, M., & Alsman, B. (2002). Reading instruction for elementary students with emotional/ behavioral disorders: Whats a teacher to do? Beyond Behavior, 11(3), 310.

IRIS Case Studies, Welcome to the IRIS Center. (n.d.). Retrieved April 20, 2015, from http://iris.peabody.vanderbilt.edu, P. 29-30

Cohen, J. (2011). Building Fluency through the Repeated Reading Method. English Teaching Forum, 49(3), 1-27. Retrieved April 1, 2015, from http://americanenglish.state.gov/resources/english-teaching-forum-2011- volume-49-number-3