In a previous article I discussed the importance of reading fluency. The article gave insight into how teachers can instruct students on increasing their reading skills. In the article I discussed reading fluency was not best increased through silent and independent reading. What about silent reading? Fluency is better gained from direct contact with a teacher or other adult. However, most teachers feel that silent reading is important for readers. So how should teachers teach fluency but still keep a handle on silent reading? Use silent reading during times of independent class work time but in the place of reading … Continue reading →

My last article began a discussion on teaching reading fluency to students. At the end of the article I began describing some activities that can be carried out to increase fluency and encourage repeated reading. I have a few ideas left to share. Echo reading: In echo reading the teacher (or other adult) reads a line or a passage from a book. The students echo the teacher. The teacher should read with expression. Most students will echo the text with the same expression. Recorded reading: Many teachers have reading centers set up with headphones and books on tape. The child … Continue reading →

My last article began discussing the importance of reading fluency. In this article I will address some ways in which teachers and parents can increase the reading fluency of children. Thus far research has uncovered two major approaches to reading fluency. The two are described below. Repeated and monitored oral reading approach increases reading fluency and overall reading success. In this approach students are guided in reading and rereading text. They are given discussion and feedback about their reading. The reading should be carried out orally. Students who use repeated oral reading have shown great gains in recognizing words, the … Continue reading →