By March 29, post one thing you understand better about teaching reading fluency from reading either Ch. 6 in Rasinski or Ch. 4 in Allington. Post one question you have about teaching reading fluency.
I love the idea of paired reading. It works for a lot of kids, it’s easy to implement, and it is something students can do without me. Can modeling the way something should be read be showed without the student actually seeing someone reading? Like if they listen to someone on CD will it still have the same benefit?
I learned that giving students a real reason to read passage more than once (poetry, plays, scripts—letting them compose their own works, something that they are interested in, peer buddies, reading to parents and people at a retirement center- they need someone to tell them that they are good (encouragement); and they need practice (motivation). Choral reading (reading out loud in groups) is another suggestion for teaching reading fluency. If you are reading a story to a student, just asking what the story is about before you read it, then introduce the cover and ask questions throughout the story is another good way of teaching reading fluency. My question about teaching reading fluency is how important does getting the words correct per minute influence the way a person will read and their motivation to read in the future?
When teaching reading fluency, I feel like paired reading is very good for the students. I learned that this strategy has helped poor readers make progress.I feel that the influence of a peer helping teach ready is more influential than me standing at the front of the class teaching it. Paired reading gives the students the chance to collaborate with each other, which inhibits interest in reading and becoming better at it. When does pair reading work the best? I know that older students have a hard time focusing on the big picture when they have a buddy to goof off with.
I agree that paired reading is a really good strategy. It allows students to read with their friends and they don't feel as uncomfortable as they would if they were reading to other people. They also are allowed to read the same passage twice which helps them memorize the words, which is ok for beginning readers. When would you use pair reading in an inclusion classroom?
I understand how crucial flunency is to comprehension now. If a student takes so long to decode a passage then, they won't remember what they were reading. I now know how to better teach fluency through having students read while listening. This can be done through paired reading. This is great because they will be in a small group and not embaressed and they reap the benefits of listening. Also haveing books on tape allows them to comprehnd better until their reading improves, but also models fluent reading. Choral reading can also be fun and low stress. How can you use these strategies in a classroom for students with more severe disabiliites?
There are many various opinions on the proper ideals on how to relate reading in kids with disabilities.Paired reading,repetitious reading, and reading fluency are all variations that can impact the way children can preform in literacy.Many students preform better when they are allowed to preform with a partner or in a group. The ability to follow along while having someone read aids in the fluency aspects of learning to read.Many students also benefit from reading aloud to a parent by having someone mentor or guide the student and often help model proper technique.when implementing these strategies how often should you test reading skills for reading comprehension.
I also agree that paired reading is a good strategy to help with reading fluency. It is easy to put into action in the classroom & takes little effort on the part of the teacher. Paired reading enhances the fluency skills of less-skilled readers. Additionally, paired reading encourages peer teaching and learning and encourages collaboration among students. My question is: does paired reading work best with older students, such as those in high school, or with younger students, such as elementary school children?
When teaching reading fluency I like the idea of modeling fluent reading to my students. Some of my best teachers that I remember always read something allowed first and then asked us to read it to ourselves. I think that when we don't do this, students may feel overwhelmed and not understand what they are reading. By using this technique in a classroom it would help the kids understand and recognize words that they may not have known before. In this section of the chapter the authors discussed pairing students off by their abilities. Are there instances where it is okay to group students based on their academic abilities?
i believe paired reading is the way to go. It allows the students to interact with the material and gives me a chance to go around and see how children are interacting with each other. I also think it helps with other skills other than just reading fluency. It gives children the chance to talk about a book and maybe see it in a different light. Also, i think it helps switch things up a bit. i think most kids would think this would be more fun. What are you going to do if a child continues to interupt other pairs??? Do you take that child and read one on one with them? You don't want that child or any other child to miss out on the experience????
Choral reading & echo reading seem to be very effective when teaching reading fluency. It gives students the chance to hear & sound out the words as a group. It is also good for those who aren't very confident in their reading. It allows them to work with others & hopefully learn through the modeling of their peers.
I learned that reading fluency will increase when students truly listen to what they are reading or what is being read to them. I think echo reading and paired reading are great ways to get students to think more about what is being read. Echo reading will encourage them to listen to the sentence or statement the first time so that they can correctly repeat it. Also, the students are hearing it and then speaking it, which reinforces the thought in two ways! Paired reading also reinforces fluency because the student has someone to work with on a one-on-one basis. This may give the student confidence to ask questions he or she would not be confident to ask in a large classroom setting. I agree with Lindsay's question...is it ever okay to use ability grouping-like with pairing students?
I learned that modeling fluent reading can be truly beneficial and improve multiple areas of reading for students. I think that having a teacher read the literature first will or can potentially get the students excited about the reading, it will give them a basic foundation or concept of the material, and it will give them an idea of how it should be read. This will especially help students who struggle with reading, they will tend not to become as overwhelmed. Also I think that once the material is read to them, they will be more comfortable engaging in paired reading, another technique that can be used along with others. When using pair reading, how do you ensure that the students are truly reading with each other and using their time wisely, not just sitting and talking.
I learned that reading fluency performed in pairs or groups can be extremely effective when teaching your students the benefits of literacy. It can make a person feel much more comfortable if they are able to practice pronouncing words and sentences with someone perhaps on their own level. I think it is an excellent idea to allow your students to benefit in an environment where communication really is key. However my question would be, how would you really know if a child is benefiting from from partner reading? How would you go about assessing the situation?
I think paired reading is good idea. I think it would give students more motivation to read. I also think it gives students motivation to try harder on their reading. Also, students who might not be comfortable reading in front of people they don't know might be able to succeed. Would high students be able to do this? I feel as though it would be hard for them to pay attention.
I like the idea of using paired reading in my class. i would want to match two students with the same reading abilities so they would not feel intimidated by their peer if they were slightly more advanced. i like it also because the get to read and re-read the passages. it also adds some variety in the class. How do you keep students on tract with as much freedom as pair reading allows?
I do not feel confident that paired reading is appropriate for the age group that I plan on teaching. At a high school level, I don't know of any student that will read with another student or even a parent with out being embarassed of their delay in reading ability. How can you encourage students at this age level to read with someone, who can correct any mistakes they may make? It is always fun to interact with others; however, not when it's a topic that is not their strong point, getting them to feel comfortable with others will be the biggest struggle for this age group of children.
I think that paired reading is an effective strategy for teaching reading. I have read that students often learn more from each other than they do from the teacher. It will improve reading fluency, while creating bonds among the students. They might also be less apprehensive about asking each other questions than asking the teacher questions. I would also like to know how to incorporate this strategy into a classroom with students who have vastly different reading levels. Andrew
Co-founder and former director of the Center for Literacy and Disability Studies at UNC-Chapel Hill. Currently professor in Language, Reading, and Exceptionalities Dept. at Appalachian State University.
I love the idea of paired reading. It works for a lot of kids, it’s easy to implement, and it is something students can do without me. Can modeling the way something should be read be showed without the student actually seeing someone reading? Like if they listen to someone on CD will it still have the same benefit?
ReplyDeleteI learned that giving students a real reason to read passage more than once (poetry, plays, scripts—letting them compose their own works, something that they are interested in, peer buddies, reading to parents and people at a retirement center- they need someone to tell them that they are good (encouragement); and they need practice (motivation). Choral reading (reading out loud in groups) is another suggestion for teaching reading fluency. If you are reading a story to a student, just asking what the story is about before you read it, then introduce the cover and ask questions throughout the story is another good way of teaching reading fluency. My question about teaching reading fluency is how important does getting the words correct per minute influence the way a person will read and their motivation to read in the future?
ReplyDeleteWhen teaching reading fluency, I feel like paired reading is very good for the students. I learned that this strategy has helped poor readers make progress.I feel that the influence of a peer helping teach ready is more influential than me standing at the front of the class teaching it. Paired reading gives the students the chance to collaborate with each other, which inhibits interest in reading and becoming better at it. When does pair reading work the best? I know that older students have a hard time focusing on the big picture when they have a buddy to goof off with.
ReplyDeleteI agree that paired reading is a really good strategy. It allows students to read with their friends and they don't feel as uncomfortable as they would if they were reading to other people. They also are allowed to read the same passage twice which helps them memorize the words, which is ok for beginning readers. When would you use pair reading in an inclusion classroom?
ReplyDeleteI understand how crucial flunency is to comprehension now. If a student takes so long to decode a passage then, they won't remember what they were reading. I now know how to better teach fluency through having students read while listening. This can be done through paired reading. This is great because they will be in a small group and not embaressed and they reap the benefits of listening. Also haveing books on tape allows them to comprehnd better until their reading improves, but also models fluent reading. Choral reading can also be fun and low stress. How can you use these strategies in a classroom for students with more severe disabiliites?
ReplyDeleteThere are many various opinions on the proper ideals on how to relate reading in kids with disabilities.Paired reading,repetitious reading, and reading fluency are all variations that can impact the way children can preform in literacy.Many students preform better when they are allowed to preform with a partner or in a group. The ability to follow along while having someone read aids in the fluency aspects of learning to read.Many students also benefit from reading aloud to a parent by having someone mentor or guide the student and often help model proper technique.when implementing these strategies how often should you test reading skills for reading comprehension.
ReplyDeleteI also agree that paired reading is a good strategy to help with reading fluency. It is easy to put into action in the classroom & takes little effort on the part of the teacher. Paired reading enhances the fluency skills of less-skilled readers. Additionally, paired reading encourages peer teaching and learning and encourages collaboration among students. My question is: does paired reading work best with older students, such as those in high school, or with younger students, such as elementary school children?
ReplyDeleteWhen teaching reading fluency I like the idea of modeling fluent reading to my students. Some of my best teachers that I remember always read something allowed first and then asked us to read it to ourselves. I think that when we don't do this, students may feel overwhelmed and not understand what they are reading. By using this technique in a classroom it would help the kids understand and recognize words that they may not have known before. In this section of the chapter the authors discussed pairing students off by their abilities. Are there instances where it is okay to group students based on their academic abilities?
ReplyDeletei believe paired reading is the way to go. It allows the students to interact with the material and gives me a chance to go around and see how children are interacting with each other. I also think it helps with other skills other than just reading fluency. It gives children the chance to talk about a book and maybe see it in a different light. Also, i think it helps switch things up a bit. i think most kids would think this would be more fun. What are you going to do if a child continues to interupt other pairs??? Do you take that child and read one on one with them? You don't want that child or any other child to miss out on the experience????
ReplyDeleteChoral reading & echo reading seem to be very effective when teaching reading fluency. It gives students the chance to hear & sound out the words as a group. It is also good for those who aren't very confident in their reading. It allows them to work with others & hopefully learn through the modeling of their peers.
ReplyDeleteI learned that reading fluency will increase when students truly listen to what they are reading or what is being read to them. I think echo reading and paired reading are great ways to get students to think more about what is being read. Echo reading will encourage them to listen to the sentence or statement the first time so that they can correctly repeat it. Also, the students are hearing it and then speaking it, which reinforces the thought in two ways! Paired reading also reinforces fluency because the student has someone to work with on a one-on-one basis. This may give the student confidence to ask questions he or she would not be confident to ask in a large classroom setting. I agree with Lindsay's question...is it ever okay to use ability grouping-like with pairing students?
ReplyDeleteI learned that modeling fluent reading can be truly beneficial and improve multiple areas of reading for students. I think that having a teacher read the literature first will or can potentially get the students excited about the reading, it will give them a basic foundation or concept of the material, and it will give them an idea of how it should be read. This will especially help students who struggle with reading, they will tend not to become as overwhelmed. Also I think that once the material is read to them, they will be more comfortable engaging in paired reading, another technique that can be used along with others. When using pair reading, how do you ensure that the students are truly reading with each other and using their time wisely, not just sitting and talking.
ReplyDeleteI learned that reading fluency performed in pairs or groups can be extremely effective when teaching your students the benefits of literacy. It can make a person feel much more comfortable if they are able to practice pronouncing words and sentences with someone perhaps on their own level. I think it is an excellent idea to allow your students to benefit in an environment where communication really is key. However my question would be, how would you really know if a child is benefiting from from partner reading? How would you go about assessing the situation?
ReplyDeleteI think paired reading is good idea. I think it would give students more motivation to read. I also think it gives students motivation to try harder on their reading. Also, students who might not be comfortable reading in front of people they don't know might be able to succeed. Would high students be able to do this? I feel as though it would be hard for them to pay attention.
ReplyDeleteI like the idea of using paired reading in my class. i would want to match two students with the same reading abilities so they would not feel intimidated by their peer if they were slightly more advanced. i like it also because the get to read and re-read the passages. it also adds some variety in the class. How do you keep students on tract with as much freedom as pair reading allows?
ReplyDeleteI do not feel confident that paired reading is appropriate for the age group that I plan on teaching. At a high school level, I don't know of any student that will read with another student or even a parent with out being embarassed of their delay in reading ability. How can you encourage students at this age level to read with someone, who can correct any mistakes they may make? It is always fun to interact with others; however, not when it's a topic that is not their strong point, getting them to feel comfortable with others will be the biggest struggle for this age group of children.
ReplyDeleteI think that paired reading is an effective strategy for teaching reading. I have read that students often learn more from each other than they do from the teacher. It will improve reading fluency, while creating bonds among the students. They might also be less apprehensive about asking each other questions than asking the teacher questions. I would also like to know how to incorporate this strategy into a classroom with students who have vastly different reading levels.
ReplyDeleteAndrew