In Rasinki’s The Fluent Reader, he outlines the importance of repeated reading when improving fluency skills. Repeated reading gives children the opportunity to practice what they have read and work on comprehension, intonation and accuracy. One strategy shown in the text is called radio reading. Radio reading is similar to that of round robin reading, but it places emphasis on collaboration. They are similar in the sense that they use a systematic approach, which will help students practice their readings skills. Although similar, round robin reading has been criticized for its effectiveness with students. As stated in the text “Round robin readings are often disfluent, inexpressive, uninspired and filled with word recognition errors” (Rasinski,
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The CORE addresses the misconceptions, such as fluency skills developed through independent silent reading. Contrary to traditional approaches to fluency instruction, the manual reinforces modeling reading strategies for students through teacher assisted readings. One example of modeling is as stated “Research has shown that repeated and monitored oral reading, improves fluency and overall reading achievement” (Diamond & Gutlohn, 2000, pp.363). The repeated oral reading strategy gives students the opportunity to reengage with the text, which fosters the development of fluency skills. In addition, repeated reading can be performed in a various ways, such as teacher assisted reading, peer assisted reading and choral read alouds. Included in the chapter are various strategies for assessing struggling readers, which are used in the QRI. This section of the chapter provides a step by step method for using appropriate texts, writing miscues, calculating errors and determining student accuracy level. Chapter nine’s Fluency Assessment shows that this data is valuable to educators when implementing instructional strategies. One strategy that I found useful in the CORE is partner reading. Students who have weak reading skills have the opportunity to work with stronger readers. This can help struggling readers to learn …show more content…
Students must be able to turn sounds into meaning. Rasinski breaks down fluency into components for example word accuracy, automaticity and prosody. In addition, fluency is more than just reading fast, but being able to comprehend and make meaning of words. The interview makes us sympathetic to struggling readers and shows how complex is can be to acquire fluency skills. Rasinski speaks about the different strategies, such as word games, modeling fluent reading and repeated reading, which can be effective in the classroom. Students must have opportunities to practice their reading in ways that are engaging and meaningful to them. This can be achieved through instruction in repeated reading through theatre and poetry. One strategy that resonated with me through the interview is Lorraine Griffith’s idea of assigning a poem and having students rehearse it. I would incorporate this strategy as it helps with students develop fluency skills and brings the classroom to
The CORE addresses the misconceptions, such as fluency skills developed through independent silent reading. Contrary to traditional approaches to fluency instruction, the manual reinforces modeling reading strategies for students through teacher assisted readings. One example of modeling is as stated “Research has shown that repeated and monitored oral reading, improves fluency and overall reading achievement” (Diamond & Gutlohn, 2000, pp.363). The repeated oral reading strategy gives students the opportunity to reengage with the text, which fosters the development of fluency skills. In addition, repeated reading can be performed in a various ways, such as teacher assisted reading, peer assisted reading and choral read alouds. Included in the chapter are various strategies for assessing struggling readers, which are used in the QRI. This section of the chapter provides a step by step method for using appropriate texts, writing miscues, calculating errors and determining student accuracy level. Chapter nine’s Fluency Assessment shows that this data is valuable to educators when implementing instructional strategies. One strategy that I found useful in the CORE is partner reading. Students who have weak reading skills have the opportunity to work with stronger readers. This can help struggling readers to learn …show more content…
Students must be able to turn sounds into meaning. Rasinski breaks down fluency into components for example word accuracy, automaticity and prosody. In addition, fluency is more than just reading fast, but being able to comprehend and make meaning of words. The interview makes us sympathetic to struggling readers and shows how complex is can be to acquire fluency skills. Rasinski speaks about the different strategies, such as word games, modeling fluent reading and repeated reading, which can be effective in the classroom. Students must have opportunities to practice their reading in ways that are engaging and meaningful to them. This can be achieved through instruction in repeated reading through theatre and poetry. One strategy that resonated with me through the interview is Lorraine Griffith’s idea of assigning a poem and having students rehearse it. I would incorporate this strategy as it helps with students develop fluency skills and brings the classroom to