Addressing Unintended Instructional Messages About Repeated Reading

Abstract

The authors analyzed 88 classroom observations to determine whether there were actions that teachers were taking to send a message to students that rereading was not valuable. They identified three practices during shared reading, guided reading, and independent reading that telegraphed messages to students against rereading. The authors also observed teachers building repeated reading into their instruction as they changed the purpose, asked really good questions, pressed for evidence, and provided an audience for students.

Integrating Social Studies and English Language Arts: Digital Stories and the Revolutionary War

“…Then, they narrated each page by selecting the “add sound” button. Although the benefits of rereading text are numerous, as Frey and Fisher () reminded us, we have to provide an authentic, purposeful reason for rereading to get our upper elementary students to invest in the process. Students narrating a script that they are turning into a movielike digital story is just such a reason.…”

Improving Oral Reading Fluency of Struggling ESL Readers with Assisted Repeated Reading Using Graded Readers

“…Repeated reading (RR) is not a new reading instructional tool to those in the field of language education. Originally, this reading instruction requires readers to read a 50-200 words passage silently and aloud for a few times until adequate speed and accuracy are attained (Frey & Fisher, 2017). Research on RR carried out in the later years would see the emergence of different models of repeated reading such as assisted reading (oral modelling from an expert or guided practice), unassisted reading (silent reading with no modelling or independent practice), paired RR and many more.…”

Okuma Güçlüğü Çeken İkinci Sınıf Öğrencisinin Akıcı Okuma Becerisinin Geliştirilmesi

“…Tekrarlı okumada okuma güçlüğü olan öğrenciler, bir yetişkinin rehberliğinde ilgili metinleri kolaydan zora doğru sistematik bir biçimde birden fazla tekrar ederek okumaktadırlar". Tekrarlı okumada 50-200 kelime aralığındaki kısa metinlerin, öğrenciler tarafından yeterli hız ve doğruluk seviyesine ulaşıncaya kadar birkaç kez sessiz veya yüksek sesle okunması esastır (Frey & Fisher, 2018). Johnson (2017) tekrarlı okuma tekniğinde okuduğunu anlamanın üzerinde durmak yerine mümkün olduğunca fazla kelimenin doğru bir şekilde okunmasına odaklanılması gerektiğini belirtmektedir.…”