Although struggling readers do need more practice, reading aloud in front of their peers is not found to be an effective method of achieving that goal (O'Donnell-Allen, 2006, pp.13-14). Second, if a text is at an appropriate reading level for students to read out loud, they should be capable of reading it independently. If a text is above the reading level of the student and it is too hard for a students to read independently, it is recommended that the teacher read the text as a read aloud for the class . Round-robin reading can be tedious and boring for all students involved and many students often lose interest in the text (Opitz, & Guccione, 2009). In book clubs, occasionally the teacher will read part of the text with the group to model interpretation or comprehension of a text, however, most of the reading students do for book clubs is done independently before the scheduled meeting time where the students then hold a student-centered conversation (O'Donnell-Allen, 2006, p.7). Raphael, (2001), explains that educators find book clubs to be effective because they offer students a chance to be readers that have an opportunity to apply skills that they are learning through social interaction (Raphael,
Although struggling readers do need more practice, reading aloud in front of their peers is not found to be an effective method of achieving that goal (O'Donnell-Allen, 2006, pp.13-14). Second, if a text is at an appropriate reading level for students to read out loud, they should be capable of reading it independently. If a text is above the reading level of the student and it is too hard for a students to read independently, it is recommended that the teacher read the text as a read aloud for the class . Round-robin reading can be tedious and boring for all students involved and many students often lose interest in the text (Opitz, & Guccione, 2009). In book clubs, occasionally the teacher will read part of the text with the group to model interpretation or comprehension of a text, however, most of the reading students do for book clubs is done independently before the scheduled meeting time where the students then hold a student-centered conversation (O'Donnell-Allen, 2006, p.7). Raphael, (2001), explains that educators find book clubs to be effective because they offer students a chance to be readers that have an opportunity to apply skills that they are learning through social interaction (Raphael,