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Repeated Reading
Many children who have significant reading problems can be traced back to issues with
automaticity.
William Cattell, a psychologist from the 19th century, first discovered that humans will read a word
much faster than they can name and image of it. For example, we can read the word "kumquat"
faster than we could name a picture of it. Our brains have the unique capacity to become
automatic readers, much more than speaking.
The first box was likely easy to name. You probably didn't even notice what happened with the
second box, but it takes a moment longer to register that the box is still yellow because we want to
read the word "pink." That is because reading is automatic for you.
I asked my oldest son to name the color of the second box while making this page. He looked for
a moment and said:
"It's kind of beige yellow." I asked him if he first thought of the word pink and he said, "I did, but I
kind of analyzed it and knew the box wasn't pink so even though the word was there I didn't say it.
But I had to think for a minute of what color the box is because I had to get pink out of my mind."
That was really interesting. Essentially he was saying that the word was the first thing he
processed, but he did have to pause for a moment to grab the right answer to the question.
The quick process of reading the word interfered with naming the color of the box.
How does this apply to the classroom? Well, students with very slow naming speed timings of
simple objects (i.e. Rapid Automatized Naming test by Denckla & Rudel) are highly likely to have
significant fluency and comprehension deficiencies.
Many studies have shown that this technique is highly valuable and produces measurable results.
Repeated reading is when a student reads a passage repeatedly and receives help with
correcting errors.
The student reads the passage and if he or she pauses for 5 seconds or longer, the teacher
reads the word aloud and helps the student say it correctly.
Give the students the choice of "Coach or Time" before providing an unknown word.
The student should read the same passage at least 4-5 times or until the rate of accuracy is at
least 90-95 words per minute. Chart the results on a bar graph.
This is a great technique for parents to use with their kids at home!
Assisted Reading
Assisted reading practice provides students a valuable way to boost reading fluency skills. Like
Repeated Reading, the student sits with a teacher or another excellent reader. As the student
reads, the partner listens.
If the student makes an error, the partner corrects the student. This is not like Repeated Reading
as the text is not read over and over again, but it is one of the more valuable reading intervention
strategies.
Reading strategies must include a way to assist students in figuring out how to answer questions
based on a given text. QAR targets this using in-text evidence to substantiate answers and
teaches students to draw conclusions and make inferences. There are four types of questions:
Students must be taught by using an interactive read aloud (often called a "Think Aloud"). What
that means is you are actively discussing your thoughts while you read and describing the pictures
your mind makes from the words.