The Alabama Reading Initiative states the goal of reading instruction is to build skillful readers. Skillful readers demonstrate accuracy, automaticity, fluency, active building of meaning, and self-regulation. But how do we improve fluency without encouraging speed reading?
Researchers and literacy experts agree that at least one strategy works: repeated reading. The National Reading Panel found that repeated oral reading with feedback and guidance had a positive effect on fluency.
To encourage repeated reading, teachers often use timing of the same passage over several readings, charting student results until the desired goal is met. However, some concerns exist that this may lead to a focus on rate over prosody and comprehension.
In an effort to encourage repeated reading and emphasize the components of fluency, we developed an approach to repeated reading practice that also brings in components of student formative assessment, self awareness, and engagement through the use of student-friendly rubrics and the integration of technology.
Through the use of iPads and a variety of apps, we offer our students an opportunity for repeated reading that also provides feedback and guidance. The feedback and guidance comes from student self-assessment and peer feedback, and at select intervals, teacher feedback and guidance. We wanted to find a way to make this a part of our daily classroom practice by incorporating it into the the reading block through our station activities, building into the practice, accountability and purpose for the students, while freeing the teacher for small group instruction.
ALCCRS Reading Foundational Skills - Fluency RF 1.23, 2.21 - 5.21: Read with sufficient accuracy and fluency to support comprehension.