A Learning Strategy Repeated 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)

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 piece Break it into pieces Model Execute

Word Wall Wall containing sight words used as reference for varied classroom activities targeting reading and writing skills. Reader’s Theater The 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 Students read and reread passages of text aloud, which assists the student in pairing the written word and spoken word.

May use high frequency or irregular words Create games and activities utilizing the words on the wall Encourage the students to use wall as reference or require use during activities Create bell work using some of the words Point out words found on wall when reading a passage Test 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.

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

Improves rate and rhythm of students reading Students should read and reread the selected passage aloud Students 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 boredom Choose your passages with your students interests in mind Keep the passages brief and intriguing Ask your students to keep comprehension in mind Keep 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 else Once fluency and word recognition is increased, successful comprehension follows Repeated Reading is just one of many ways to make this happen.

References Thank you for your time! THE END Levy, S., Coleman, M., & Alsman, B. (2002). Reading instruction for elementary students with emotional/ behavioral disorders: What’s a teacher to do? Beyond Behavior, 11(3), 3–10. IRIS Case Studies, Welcome to the IRIS Center. (n.d.). Retrieved April 20, 2015, from P http://iris.peabody.vanderbilt.edu Cohen, J. (2011). Building Fluency through the Repeated Reading Method. English Teaching Forum, 49(3), Retrieved April 1, 2015, from volume-49-number-3