By: Sabrina Shultz-Starks

Repeated Readings

Repeated Reading

Jay Samuels did a lot of research during the 1970s. Then his research was carried out in the 1980’s and 1990’s. (2005, Pg. 85)

Rereading helps with fluency and comprehension. (2005, Pg. 85)

Repeated Reading Repeated Reading method is

not for teaching all beginning reading skills. (2005, pg. 86)

Most often used for special needs students. Regular Ed. students benefit from this technique too. (2005, pg. 86)

This technique builds confidence and let students take on materials on their own. (2005, pg. 86)

What is the procedure? Students are given a short

meaningful passage to reread several times until a satisfactory was reached. (2005, Pg. 86)

Then the students move to a new passage. (2005, Pg. 86)

Passages selected for students with difficulties had to be of interest to the student and about 50-200 words in length. (2005, Pg. 86)

Pre- K Reading Chart

Cont. Procedure

The students reread the passage until they reached 85 words per minute.(2005, Pg. 86)

The students words per minute were graphed to show: words per minute and errors in readings.(2005, Pg. 86)

In this data chart on pg. 87, shows that as the students recognized words the readings were faster with little errors.(2005, Pg. 86-87)

AudIo Support

Students can build fluency by repeated readings with audio. The students listens to the story and reads with the tape silently. (2005, Pg. 86-87)

After this has been repeated the student does not need the audio support. They read it independently. (2005, Pg. 87

Websites with audio stories:

MagicKeys.com

Starfall.com

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Websites to increase speed:

Readingatoz.com

This site gives you short passages based on your students level. This site gives you books to print to help build fluency. They also give activities and work sheets to go with the story to build comprehension.

Comprehension is improved each time the student reads the passage. (2005, Pg. 87)

The student can focus on what their reading when they are not spending a lot of time decoding the material.(2005, Pg. 87)

During the rereading have students answer different comprehension questions with each rereading.(2005, pg.87)

Con. Comprehension

Students, teacher aides, and parents can be used to help with repeated reading. (2005, Pg. 88)

They can listen to the student read, record word recognition errors and time, and help with words students need to be familiar with. (2005, Pg. 88)

Theoretical rationale

The rereading method came from theory of automatic information processing in reading. (2005, Pg. 88)

Automatic theory- means a fluent reader that can decode automatically leaving attention free to be used for comprehension. (2005, Pg. 88)

Con. Theoretical

When a child is a beginner reader a lot of time is taken for them to decode the text. (2005, Pg. 88)

Which leaves less time to comprehend what they read. (2005, Pg. 88)

Children are getting meaning at a slower and more difficult pace.(2005, Pg. 88)

3 Levels of Word Recognition

1st Level- Non Accurate Level Students have difficulty recognizing words.

(2005, Pg. 88)

2nd Level- Accuracy Level Students are able to recognize printed words

but attention is required. (2005, Pg. 88)

3rd Level- Automatic Stage Students are able to recognize printed words

without attention. (2005, Pg. 88)

2 Ways to Get Automaticity

Teachers can give instruction on how to recognize words at the accuracy level. (2005, Pg. 88)

Teachers can give time and motivation to practice these word recognition skills until they become automatic. (2005, Pg. 88)

*Rereading provides the opportunity to become

automatic! (2005, Pg. 88)

Compare Rereading to Music and Sports! In sports moves have to

be practiced to become automatic. Such as: Football and wrestling. ((2005, Pg. 88)

Musicians are different then sports but have a lot of similarities to reading. They have to learn the printed notes and play them with fluency and expression. (2005, Pg. 88)

Cont.

In sports and music the activity is practiced over and over until they have mastered that skill. (2005, Pg. 89)

In reading children are given text to master in a year but struggling readers are rushed through to fast and are not able to master the materials. (2005, Pg. 89)

Rereading allows students the opportunity to master materials before moving on.

(2005, Pg. 89)

Religious Texts

In the 1900’s the Bible was the most popular text. (2005, Pg. 89)

They would get the students that were skilled to reread until the less skilled had learned the words. (2005, Pg. 89)

They would reread until they had some degree of fluency. (2005, Pg. 89)

Over All Conclusion

“ The theoretical and empirical evidence in this article leads us to believe that the method of repeated reading deserves to be more widely used in a technique for building fluency in reading.” (2005, pg.89)

Exposure to words

Repeated Exposure

References

Evidence- Based Reading Instruction: Putting the National Reading Panel Report into Practice. (2005). Newark: International Reading Association Inc. (Pg. 85-89)

Holl, B. (2011). Reading A to Z. Retrieved September 18, 2011, from www.readinga-z.com

Moore, C. (20011). Children Storybooks online. Retrieved September 18, 2011, from Magic Keys: www.magickeys.com/books

www.starfall.com. (2002). Retrieved September 18, 2011, from Starfall: www.starfall.com