By: Alyssa Duda Tutee: Abygail

CCSS: RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

Purpose
References
For more information and other ways to perform Repeat Reading, visit http://www.interventioncentral.org/aca demic-interventions/readingfluency/repeated-reading

Procedures
Have student read a preselected, grade level passage. Time the reading to calculate the students WPM (words per minute). Ask two questions about the passage to ensure comprehension. Repeat this process using the same passage for several reads.

The purpose of this strategy is to help your students with fluency and comprehension.

Why

Picked

It

I chose this strategy because my tutee set a goal for herself to become a more fluent reader. I felt that the Timed Reading strategy could help her accomplish that goal. This strategy was used to help her to increase her WPM while still maintaining comprehension.

Applied and Adapted

Since I was making attempts to use technology in my tutoring sessions with Abygail, I downloaded an application Timed Reading Lite on the iPad. This application provides us with several different passages and also tracks Abygails progress over time. We selected a passage at her grade level. For the first five minutes of every session Abygail would read the passage on the iPad and answer 2 comprehension questions at the end.

My Impression
I very much enjoyed using this strategy, I also think my tutee had a lot of fun with this activity. I feel that since I did have access to an iPad, it allowed me to easily calculate WPM and track Abygail s progress. Without the iPad, I may have had to go about improving fluency a different way. I think parents and teachers without access to an iPad would still be able to use this strategy without tracking WPM because it is still beneficial. The results definitely impressed me. Abygail s WPM improved from 36 WPM to 46 WPM, a 10 WPM improvement in only 6 weeks.

Results

The results are clear. Abygails WPM significantly improved. She read the passage the first time at 36 WPM and the last time she read the same passage, she did so at 79 WPM. Her comprehension maintained at a 100% through the entire time. She really enjoyed being able to immediately see her progress. When we decided to move on to a new passage of a higher reading level, her first read started at 46 WPM, again, a huge improvement for a first read through of a new text. That shows me that this strategy improves fluency and WPM overall, not just the one, specific text.