Fluency
One component that directly effects comprehension is fluency. This validates the need for children to be able to read the high frequency words quickly and accurately. They should not be getting bogged down sounding out the words that are introduced during the school year; therefore, continual reinforcement is necessary. Flashcard drill is the fastest way to acquire new words.
When a child (or grown up) reads, it needs to sound like we talk. No "robot reading" or "speed reading". It is hard for kids to understand that reading fast does not mean reading well. The only way to instill this is to model, model, model what good reading sounds like. This is true during the time that you are reading aloud to your child as well as during the time that your child is doing the reading. It is okay to say, "Read it like this" and demonstrate how it should sound with an emphasis on a particular word, or with the proper speed or spacing of phrases. Have your child parrot it back to you so they can feel and hear what it should sound like. Fluency takes a lot of practice and is built almost exclusively by rereading the same text over and over. This is a good time to use poetry. Jack Prelutsky and Shel Silverstein both cater to children's experiences and senses of humor.
Student-adult reading
In student-adult reading, the student reads one-on-one with an adult. The adult reads the text first, providing the student with a model of fluent reading. Then the student reads the same passage to the adult with the adult providing assistance and encouragement. The student rereads the passage until the reading is quite fluent. This should take approximately three to four re-readings.
Choral reading
In choral, or unison, reading, the student reads along with you. Of course, to do so, he must be able to see the same text that you are reading. He might follow along as you read, or he might read from his own copy of the book you are reading. For choral reading, choose a book that is not too long and that you think is at his independent reading level. Patterned or predictable books are particularly useful for choral reading. Begin by reading the book aloud as you model fluent reading.
Then reread the book and invite your student to join in as they recognize the words you are reading. Continue rereading the book, encouraging him to read along as he is able. He should read the book with you three to five times total (though not necessarily on the same day). At this time, he should be able to read the text independently.
Tape-assisted reading
In tape-assisted reading, your student reads along in his book as they hear a fluent reader read the book on an audiotape. For tape-assisted reading, you need a book at his independent reading level and a tape recording of the book read by a fluent reader at about 80-100 words per minute. The tape should not have sound effects or music. For the first reading, the student should follow along with the tape, pointing to each word in his book as the reader reads it. Next, the student should try to read aloud along with the tape. Reading along with the tape should continue until the student is able to read the book independently, without the support of the tape.
Partner reading
In partner reading, paired readers take turns reading aloud to each other. The stronger reader reads a paragraph or page first, providing a model of fluent reading. Then the less fluent reader reads the same text aloud. The stronger reader gives help with word recognition and provides feedback and encouragement to the less fluent partner. The less fluent partner rereads the passage until he or she can read it independently.
Partner reading need not be done with a more and less fluent reader. In another form of partner reading, children who read at the same reading level are paired to reread a story after hearing the parent read the passage.
When a child (or grown up) reads, it needs to sound like we talk. No "robot reading" or "speed reading". It is hard for kids to understand that reading fast does not mean reading well. The only way to instill this is to model, model, model what good reading sounds like. This is true during the time that you are reading aloud to your child as well as during the time that your child is doing the reading. It is okay to say, "Read it like this" and demonstrate how it should sound with an emphasis on a particular word, or with the proper speed or spacing of phrases. Have your child parrot it back to you so they can feel and hear what it should sound like. Fluency takes a lot of practice and is built almost exclusively by rereading the same text over and over. This is a good time to use poetry. Jack Prelutsky and Shel Silverstein both cater to children's experiences and senses of humor.
Student-adult reading
In student-adult reading, the student reads one-on-one with an adult. The adult reads the text first, providing the student with a model of fluent reading. Then the student reads the same passage to the adult with the adult providing assistance and encouragement. The student rereads the passage until the reading is quite fluent. This should take approximately three to four re-readings.
Choral reading
In choral, or unison, reading, the student reads along with you. Of course, to do so, he must be able to see the same text that you are reading. He might follow along as you read, or he might read from his own copy of the book you are reading. For choral reading, choose a book that is not too long and that you think is at his independent reading level. Patterned or predictable books are particularly useful for choral reading. Begin by reading the book aloud as you model fluent reading.
Then reread the book and invite your student to join in as they recognize the words you are reading. Continue rereading the book, encouraging him to read along as he is able. He should read the book with you three to five times total (though not necessarily on the same day). At this time, he should be able to read the text independently.
Tape-assisted reading
In tape-assisted reading, your student reads along in his book as they hear a fluent reader read the book on an audiotape. For tape-assisted reading, you need a book at his independent reading level and a tape recording of the book read by a fluent reader at about 80-100 words per minute. The tape should not have sound effects or music. For the first reading, the student should follow along with the tape, pointing to each word in his book as the reader reads it. Next, the student should try to read aloud along with the tape. Reading along with the tape should continue until the student is able to read the book independently, without the support of the tape.
Partner reading
In partner reading, paired readers take turns reading aloud to each other. The stronger reader reads a paragraph or page first, providing a model of fluent reading. Then the less fluent reader reads the same text aloud. The stronger reader gives help with word recognition and provides feedback and encouragement to the less fluent partner. The less fluent partner rereads the passage until he or she can read it independently.
Partner reading need not be done with a more and less fluent reader. In another form of partner reading, children who read at the same reading level are paired to reread a story after hearing the parent read the passage.