Reads with an uneven mixture of fast and slow pace.
June 5, Anthony Schmidt 2 Comments It is a common assumption that language proficiency translates to reading fluency, the ability to decode and comprehend text at the same time. However, research suggests that this may be untrue.
Therefore, it is important to develop reading fluency alongside language proficiency.
This idea, the basis for repeated reading RRis rooted in Automaticity Theory. RR has been a successful tool in L1 reading contexts, especially when RR is assisted with audio recordings. However, it is little used in L2 language instruction.
Prior research on RR in a language teaching context suggests improved reading rates and comprehension, though not always significant, and not always transferable.
A lack of research and somewhat flawed research designs indicates there is not enough research to make a clear conclusion.
The Study Gorsuch and Taguchi conducted an week quasi-experimental study with 24 Vietnamese university students in Vietnam, divided into experimental groups and control groups.
The control groups received no special instruction. These texts were considered the pre-intermediate level, part of the headword series level.
Students would first read the passage and time themselves, recording the time. They would read two more times, this time assisted with an audio version of the text as well. Then, they would read two more times silently and also self-timed.
At the end, they would complete a report. All together, they read each text 5 times. To measure whether this was effective, the researchers used a short answer and recall pre- and post-test that followed a similar model of five readings of the same text. The Results One aspect of RR the researchers looked at was reading fluency, measured by words per minute wpm: At the end of the 11 week treatment, reading fluency increased by about 55 wpm from the first reading in the first session to the first reading of the last session.
Reading fluency decreases as new stories are begun, likely due to lack of knowledge of the story. Within a single session, fluency by about wpm.
On the post-tests, the experimental group did not read any faster than the control group, with the control group actually reading faster by the fifth reading, though this was not statistically significant. The authors noted this is likely due to careful reading to answer questions on the test, employing various metacognitive strategies after becoming aware of questions during the first reading.
The conclusion was that fluency did not transfer to the post-tests. Interestingly, there were no analyses of the comparing pre-test and post-test wpm rates for each group. Another aspect of RR was comprehension: After reading this study, I wanted to imagine how one would use RR outside of an intensive experimental context.5 Surefire Strategies for Developing Reading Fluency.
Do Repeated Readings in Class.
In their landmark book, Classrooms That Work, Patricia Cunningham and Richard Allington stress the importance (and I agree) of repeated readings as a way to help students recognize high-frequency words more easily, thereby strengthening their .
Developing Reading Fluency with Repeated Reading Essay Sample. The article stresses the importance of repeated reading in helping both regular and special students worldwide improve their reading fluency, especially with the utilization of the proposed instructional guidelines.
Developing Reading Fluency with Repeated Reading Essay Sample. The article stresses the importance of repeated reading in helping both regular and special students worldwide improve their reading fluency, especially with the . Promote and develop reading fluency and comprehension with the repeated reading strategy.
Learn the purpose, procedure, and variations. Improving struggling readers' fluency: Suggestions for intervention. The research literature provides some clear directions on what to do with struggling readers: Interventions must combine the modeling, repeated reading, and feedback that research has demonstrated effective (Shaywitz, ).
Sep 14, · This video is part of the Professional learning communities facilitator’s guide for the What Works Clearinghouse practice guide: Foundational skills to support reading for understanding in.