DescriptionRepeated reading is when a student reads through a passage multiple times silently or aloud and receives feedback from an adult. An example of repeated reading is what our cohort is currently doing for i-Tutoring. What takes place during i-Tutoring is the student reads for a minute as the teacher follows along and jots down any errors. Once the minute is up, the teacher then corrects the errors made and asks comprehensive questions. If the error is an incorrect pronunciation of a word, the teacher will then state the word, then the asks the student what the word says, the student then states the word, followed by re-reading the sentence. During the 20 minute time period, the student reads through the passage a total of eight times. Each time getting feedback on their reading and answering questions that are being asked from the story.
The following are detailed step-by-step process of the strategy: First begin by finding a quiet and non-distracting place to read one-on-one with the student. Place the book in a position that both the student and teacher can see. Or have a copy for the student to read from and a copy for the teacher to follow along. As the teacher make sure the passage is no longer than 100-200 words. Have the student read through the passage either aloud or silently depending on what you are testing them of. Have the student read through the passage multiple times correcting the student each time there is a mistake. The purpose of repeated reading is to help students practice reading and using skills and strategies that they have learned. The goal is to get students to move up to higher reading levels and become independent readers of increasingly difficult text. Video: The video demonstrates what a repeated reading looks and sounds like. Pictures: The two pictures are examples of what a repeated reading could look like, as well as how you may graph the process of the student. The graph can be used to motivate the student to set goals and try their best. It can also show the teacher where the student is at and whether or not their reading is getting better or worse. This can help them plan for a new intervention, or continue with the one they are working on. |
|
Content Area Examples1. Literacy: Repeated reading can take place during the reading portion of literacy. The teacher would meet with one student at a time to accomplish this task. The teacher would follow along with the student as they read the passage. The student can either be timed, or not timed if checking how many words they can read in a minute. The student will then read through the passage eight times and throughout each time the teacher will complement the student on their reading, and correct their spelling errors. To help the student visualize their progress the teacher can make a graph with the student to help motivate them to do better. Lastly, to work on comprehension, the teacher can ask the student questions after the read the passage to see how well they are comprehending what they are reading.
2. History: The student will work on reading a history passage with a para. The student will read for a minute at a time to help determine how many words are being read per minute. The student will read the passage six-eight times. Once each passage is read through the para will correct any errors with the student and ask questions based upon what was read. This will help them become a more fluent reader, but also gain an understanding on the history they are learning. 3. Health: Students will be sent home a passage on the importance of exercise to be read with their a parent or guardian. The parent/guardian will receive instructions as to how they should read through the passage with their student. The student will read the passage aloud and the adult with correct any errors being made. This process will take place six times. At the end of the six times reading, the student will then summarize what the passage was about to the parent or guardian. 4. Science: With an adult, a student will read a passage on the water cycle. The student will read through the passage six times, and the adult will correct any errors/miscues after each passage is read. The student will then write about the water cycle and what they remember from the reading about the water cycle. *This strategy is helpful for all students including ELL students. This would be especially helpful for those students that need that one-on-one work or those students that are struggling with their reading fluency. |
Resources1. Wright, W. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. (2nd ed., Caslon Publishing., p. ). Philadelphia.
2. Repeated Reading. (n.d.). Retrieved November 1, 2015, from http://www.interventioncentral.org/academic-interventions/reading-fluency/repeated-reading 3. Paired Reading. (2010, July, 30). Retrieved November 3, 2015, from https://www.youtube.com/watch?v=AJ6WGHgeNRE |