Motivating Students with Repeated Readings Presented by: Morgan Blanton.

Motivating Students with Repeated Readings

Presented by: Morgan Blanton

What is Fluency?(Pikulski & Chard, 2005; Pardo, 2005)

Accuracy Reading the correct words Assess with DIBELS ORF or word lists (words

identified, untimed) Automaticity

Quickly decodes the words Knows the words by sight Assess with DIBELS ORF or word lists (words

identified in a “flash”) AND…

The Forgotten Component (Pikulski & Chard, 2005)

Prosody Indicates comprehension

Fluency and Comprehension’s Reciprocal Relationship

Reading sounds like conversation Expressive Appropriate phrasing

Pauses after punctuation Grouping words together in a meaningful

manner Assess with NAEP Fluency Rubric (NCES, 2005)

Why Repeated Readings?(Rasinski, 2000; Therrien & Kubina, 2006; Rasinski & Hoffman, 2003)

Struggling readers need more practice reading. Reading is a skill and needs practice Athletes practice to improve their skills… why

not readers Builds confidence

Immediate reinforcement (each time gets better)

Calms nerves Increases word base

Repeated exposure to words Read lots of varied texts

“You mean I have to read it AGAIN?”

Purpose is Imperative (Rasinski & Hoffman, 2003; Therrien & Kubina, 2006)

Students need a purpose for rereading a text so many times! Performance

Small group in class Whole class Other grade level class/small group

Movement = Fun! Competition with self

Repeated Readings for Individuals

Timed Repeated Readings (Therrien & Kubina, 2006)

Timed for minute Miscues discussed before reread Graph results Reread until desired fluency is met (3-5

times)

More RR for Individuals

Mystery Reader (The Mailbox Magazine; Rasinski, 2000) Send note and leveled book home in

homework folder on Monday Student does RR of that book all week at home On Friday, Mystery Reader reads it for the class

Talking Books (Rasinski & Hoffman, 2003; Rasinski, 2000) Ideal for older readers on lower reading level Practice book to read to younger student Practice to record self reading on tape for

younger class

Repeated Readings for Small Groups or Whole Class

Echo Reading Choral Reading Paired/Partner Reading

High with low Character Mimic Reading (or other

creative way to reread text) Rhythm Walks Readers’ Theatre

(small group, preferred) Repeated Reading Model

Why Round Robin has FLOWN AWAY!(Allington, 2002)

Not enough time actually reading The smaller the group, the more time

actually reading! 30 minute story example

15 students, round robin = 2 minutes 6 student, round robin = 5 minutes 3 students, round robin = 10 minutes 2 student, round robin (partner reading)= 15 minutes ACTUALLY reading

Rhythm Walks(Peebles, 2007)

Repeated reading + Movement = Motivation and Fun!

Procedures in handout Getting Reading The Rhythm Walk Closure

Let’s Try a Rhythm Walk!

Readers’ Theatre (RT) (Kuhn, 2005; Rasinski & Hoffman, 2003)

Instructional reading level Scripts- published or student created Poems Short stories

Small group preferred (think back to round robin woes!)

Rehearsal IS repeated reading FUN! Repeated reading model for RT

Performance is the incentive!

Repeated Reading Model for RT

Monday Teacher reads it aloud…modeling fluent

reading!

Tuesday Choral and/or Echo read through script DO NOT assign parts until Thursday!

Repeated Reading Model for RT

Wednesday Partner read script Alternate reading, no matter which

character. 1st and 2nd choice for characters

Thursday Assign characters Practice reading script in small group

Repeated Reading Model for RT

Friday AND… ACTION!

Small props or simple costumes can be used

Focus should be on reading, not set or costumes.

Perform for own class or another class!

Why Repeated Reading Model for RT?

See for yourself!

Traditional vs. RR Model Example in handout

More Than Just a Workshop

In-service Scheduling Model Strategy

Individual Small Group Whole Class

Gather materials Develop a plan/unit Question about a child

Thank You

http://mail.clevelandcountyschools.org/~mblanton

Work in progressResource for TeachersAdd your own ideas!

References

Allington, R. (2002) What I’ve learning about effective reading instruction from a decade of studying exemplary elementary classroom teachers http://www.readingrockets.org/article/96

Kuhn, M. (2005) Helping students become accurate, expressive readers: fluency instruction for small groups. The Reading Teacher, 58, 338-344.

National Center for Educational Statistics. (2005) NAEP fluency rubric. http://nces.ed.gov/nationsreportcard/studies/ors/scale.asp

Pardo, L. S. (2004). What every teacher needs to know about comprehension. Reading Teacher, 58(3), 272-280.

Peebles, J.L. (2007) Incorporating movement with fluency instruction: A motivation for struggling readers. The Reading Teacher, 60, 578-581. Newark, DE: International Reading Association

References

Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension International Reading Association: Newark, DE

Rasinski, T.V. (2000). Speed does matter. The Reading Teacher, 54, 146-151

Rasinski, T.V. & Hoffman, J.V. (2003). Oral reading in the school literacy curriculum. Reading Research Quarterly, 38, 510-522

Therrien, W. J., & Kubina, R. M. (2006). Developing reading fluency with repeated reading. Intervention in School & Clinic, 41(3), 156-160.