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Fluency in Reading

Reproduced from Teaching Adults: A Literacy Resource Book
New Readers Press, 1994, pages 51-54

Method Description Purpose

Reading to someone	Learner listens as tutor reads.	To allow the learner to hear someone read with good expression and phrasing To enable the learner to use materials that are too hard to read independently
Duet reading	Tutor and learner read together.	To give practice in fluent reading without putting the learner on the spot to read difficult material alone. Duet reading also helps the new reader learn to: Pay attention to punctuation marks Develop good eye movement in order to keep the place Read words in natural phrases Increase the number of sight words Read with expression Read for enjoyment
Echo reading	Tutor reads and learner repeats	To provide support by modeling the reading before asking the learner to read it aloud independently
Alternate reading	Tutor and learner read alternate sentences or paragraphs	To provide an opportunity for the learner to read aloud independently, but to give the learner breaks to relax and listen while someone else reads

Reading aloud to learner:       to Fluency overview

• Read aloud to the learner.
• The learner can either follow along in a copy of the material or sit next to you and look at your book.
• You may use materials at any reading level.
• It is more important for the learner to hear you read than to follow along word by word in the book. If the learner becomes frustrated over losing the place while trying to follow along, ask the learner simply to listen.

Duet reading: to Fluency overview
(Use duet reading after the learner develops some basic sight vocabulary.)

• Choose something a little too hard for the learner. Help the learner select something that is somewhat above his or her current independent reading level. The material should be on a topic of interest to the learner. It may be a book, magazine or newspaper article, pamphlet, or brochure.

• Begin reading together. Sit next to the learner and read aloud together from the same selection. Read at a normal speed, using expression and observing punctuation. The learner reads along, trying to keep up with you.

• Use your finger. Move your finger beneath the line as you read to help the learner keep up.

• Keep going. Continue to read at a normal rate even if the learner hesitates or falls behind. Stop if the learner stops reading completely.

• Don't ask questions. Do not stop to explain the meaning of a word unless the learner asks. Do no ask any questions to check the learner's understanding. This material is to be used only as an oral reading exercise.

• Decide if the reading material is too hard or too easy. If the learner keeps up easily, select more challenging material. If the material seems too difficult, use something that may be easier because it is written more simply or because the learner knows more about the subject.

• Use duet reading for short periods. (7 to 10 minutes).

• Don't ask the learner to read aloud from the material alone. Since it is above the learner's independent reading level, that could be a frustrating experience.

• If you use duet reading at the beginning of a lesson , reread part of the same selection with the learner before the end of the lesson. Then the learner can see how much easier it gets with practice. [You can also ask if there are words the learner does not know.]

Echo reading:       to Fluency overview

• Select material that is somewhat above the learner's independent reading level.

• For a beginning reader, read each sentence aloud and then ask the learner to read it aloud. For a more advanced reader, model each paragraph instead of each sentence.

• Encourage the learner to try reading independently as soon as he or she is comfortable doing so.

• After you both have read several sentences (or paragraphs), you might ask the learner to read the entire section again.

• You can also use this strategy with material at the learner's reading level if the learner needs help reading fluently.

• Make audiotapes of the reading selections so the learner can practice reading aloud at home. OR
  
  [Use the WYNN program in the Computer Learning Center . Scan material into the program and it will read the text for the learner! Or grab text from the internet at KnowledgeRush.com , a site with classic literature available as text online.]

Alternate reading:       to Fluency overview

• Use materials that are at or slightly below the learner's independent reading level.

• Read aloud one sentence (for beginning readers) or a paragraph (for more advanced readers).

• Ask the learner to read the next sentence or paragraph aloud.

• Repeat this process until you finish the passage.

• You may want to prepare the learner by first using either duet or echo reading on the same passage.

• Alternate reading works very well with plays or other material with a lot of dialog. If you use these types of materials, you might ask the learner to read only the part of a selected character.