motivating students with repeated readings presented by: morgan blanton
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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.
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