Repeated Reading

1. Repeated Reading Jodi Hemingway Hannah DeLorme

2. History • Repeated Reading was first developed in 1974 by David LaBerge and Jay Samuels. Both men were psychologists and believed that Repeated Reading speeds up fluency, and that fluency contributes to comprehension. • LaBerge and Samuels define Repeated Reading as “a student reads a passage (at level matched for each individual) over and over until particular rate of words per minutes is achieved.” (Wolf) They also stress that “reading fluency is based on the rapidity of microlevel subskills and the meaning of words and their connections. Further they argue that only when these lower level microskills become automatic can time be allocated by the reader to more sophisticated comprehension skills.” (Wolf) • Repeated Reading is one of the very few techniques used in the past for fluency improvement.

3. When students can read fluently their attention can become more focused on extracting meaning from the passage. Great way to engage struggling readers. Progress is achieved quickly. Working in pairs promotes social skills and corporation. Student can monitor own performance. Create visual depictions through graphs of their progress – graphs can be motivating. Low cost, low technology, and easy to implement. Students can be taught to tutor each other. Can give immediate and precise feedback. Work at own pace. Can be done at home, on the bus, with friends, and with family once learned. Paired reading – taught to critically analyze reading skills in order to correct their partner. Promotes student independence in reading. Repeated Reading can be used with any type of text. Reading materials can be adjusted according to students’ needs (modifications). Benefits Source: Repeated Reading – A Fluency Reading Strategy www.coe.ohiostate.edu

4. Rationale • Purpose: • The purpose of Repeated Reading is to increase the reader’s fluency and their overall confidence. Repeated Reading can also improve the child’s listening skills and their ability to read aloud. The learner can also become engaged in their reading using the Repeated Reading strategy, thus making reading more enjoyable.

5. Rationale Continued... • Connections to Literacy: • Using the Repeated Reading approach for literacy instruction can encourage the learner to gain more confidence in their reading ability. This happens when the reader first listens to the story, then reads along, and can finally read the story or passage independently. • Often, Repeated Reading literacy instruction can happen before the child even enters school. For example, if the parent and/or guardian has read a certain story over and over again the child may become familiar with the format and may even memorize the text. • Young children must learn that there is a one-to-one relationship between the written word and the spoken word. This relationship can be developed by using Repeated Reading in your literacy instruction both at home and in school.

6. Standards Addressed • ELA1 Standard 1 - Language for Information and UnderstandingStudents will read, write, listen, and speak for information and understanding. • ELA1.E.LR1E.01.11- Read 300–500 words including sight and decodable words automatically • ELA2 Standard 2 - Language for Literary Response and ExpressionStudents will read, write, listen, and speak for literary response and expression. • ELA2.E.LR1E.01.02- Read instructional-level texts with decodable and irregularly spelled words at appropriate speed, accuracy, and expression (target benchmark at grade 1: 71 WPM2)

7. Repeated Reading Activities • Student to adult reading • Choral reading • Tape-assisted reading-“Reading aloud simultaneously or as an echo with an audio taped model.” (Fluency Instruction) • Partner reading • Readers Theatre • Computer assisted- Similar to tape-assisted reading. • Echo reading- See video • Paired reading with peer

8. Repeated Reading Activities Continued… • Pocket Charts-“Sentences from the story are printed on strips. Children rebuild the story using the sentence strips and read the story aloud.” (Gugliotta and Fleury) • Radio reading- “ Students independently practice selected portions of the text ahead of time by reading them orally as often as needed. Small groups of students work together and prepare sections of a chapter to be read chorally.” (McEwan) • Read around- “Students choose a favorite part of a story or a book that they particularly like; rehearse until they can read fluently; and then read it for peers, a small group, or the entire class. Students can choose narrative text, poems, and song that they particularly like.” (McEwan) • Silent timed reading

9. Repeated Reading Activities Continued… • Words correct per-minute-“ The timed re-reading technique can be done along with a miscue analysis, counting only the words read correctly. The reading rate is then words correct per minute.” (Griffin and Witherell) • Read naturally –A repeated reading program that can be done in small groups or with one child. Students review vocabulary words that they will see in the passage and then make a prediction. The students do a cold read in which they read as many words as they can in one minute. They then graph their data. A tape then reads the story to the learner(s) three times. They can also practice independently with reading phones or with a buddy. After practicing they do a hot read and graph the amount of words they read correctly in one minute. After the hot read is finished the student(s) and the teacher work on comprehension.See example worksheets in the back of your packet. • Cloze test- See example in packet • Computer assisted-“ Students can read along with the many commercially available interactive book programs.” (Gugliotta and Fleury)

10. Echo Reading • For demonstration of echo reading go to www.youtube.com and type in echo reading. Look for the video titled,“ How to Teach a Child to Read with Games: Echo Reading.”

11. Activities • Pocket Charts: The Three Little Pigs • Read Naturally - Words Correct Per Minute: A Tale of Two Cities by Charles Dickens – Chapter 1 The Period

12. Bibliography • Blevins, Wiley. (2001). Building Fluency: Lessons and Strategies for • Reading Success. (pp. 50-51 ). NY: Wiley Blevins – Scholastic. • Fluency Instruction. • <http://www.nifl.gov/partnershipforreading/publications/reading- first1fluency.html> • Hudson, Roxanne. What is Reading Fluency? • <http://www3.ksde.org> • Kibby, Micheal W. Teacher Modeling – Guided repeated Reading. • <http:www.readingcenter.buffalo.com> • McEwan, Elaine K. (2002). Teach Them All to Read: Catching the Kids • Who Fall Through the Cracks. (pp 60-64). California: Corwin Press Inc. • NYS Standards. <http://oswego.org> • Prescott- Griffin, Mary Lee and Witherall, Nancy L. (2004). Fluency in • Focus. (pp. 120-121). NH: Reed Elsevier Inc. Read Naturally. <http://readnaturally.com> • Repeated Reading: A Fluency Reading Strategy. • <www.coe.ohiostate.edu> • Wolf, Maryanne. New Research on an Old Problem: History of Fluency. • <http://content.scholastic.com/browse/article.jsp?>