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Repeated Reading
Purpose:
Repeated reading of the same text help decrease the number of errors and time it takes to read the selected material.
How:
- Reader reads text silently
- Reader reads text out loud to themself
- Reader reads text out loud to practitioner, other reader(s) or someone at home
- Repeat
- Explain that repeatedly reading the same text will make the reading easier and faster
- Invite the readers to track their progress with a chart capturing reading time
Practice:
The Tutor Tools booklet (page 23) suggests making your own Read-along Books:
Instead of paying a lot of extra money for read-a-long books, make your own. Read the books into a recording device. Read slowly but without hesitation. This can be a source of practice material for the student to use between meetings with you.
As a variation, the student can read into the recording device, listen to themselves, and make self-corrections. It is great for teaching fluency and expression. It can also help chart progress by allowing students to listen to previous recordings and hear the improvements they have made.
Informally capture rate and accuracy of a reader's repeated readings using a graph or chart:
https://dpi.wi.gov/sites/default/files/imce/ela/bank/RF_Fluency_Repeated_Readings.pdf
Read More:
The Read with Sight & Sound (RSS) program in Serving Adults with Learning Disabilities in a CALP Setting (pages 53-58). In the RSS program, all the stories have been put to audio and individual sentence display. The reader uses this feature on their own to listen and then speak the sentences after listening, repeating the process as many times as they like for each sentence. When the sentence is mastered, the reader moves on to the next sentence. When the story is mastered, the reader calls the tutor and reads the entire story, without the assist of the audio sound. Then, the reader is ready to move on to the next story.