Reading
fluency is an essential skill needed to be a successful reader. Someone who is
a fluent reader will show ease of word recognition. Staudt’s article states
that often classroom instruction is focused on phonics and comprehension strategies.
With this approach students may experience academic failure and show little
improvement in their reading fluency. The author feels that with her approach
of using intensive word study with time
repeated reading of poetry you can improve reading fluency, word recognition
and comprehension.
Timed
repeated reading is an instructional strategy used to increase reading fluency
and comprehension. The author feels that with the use of timed repeated
readings and poetry you can increase a students' reading speed which can
improve comprehension. The author states that this is possible by improving the
reading rate, reading accuracy as a result an increase in fluency. The author
chose to have the children read poetry during their repeated reading, because she
felt it is fun, easy, and has a rhythm to the words. Another article suggests
that poetry is the special ingredient to help increase fluency because it
contains many word families. In addition to the timed repeated reading the
author stresses the importance of offering feedback and guidance to the
students to increase their motivation.
Glossary for Staudt article:
Repeated reading- Repeated reading
is a strategy that requires a student to read the
same
passage a number of times until a criterion level is reached.
Phonological
Awareness- Refers to an individual's awareness of the phonological
structure, or sound structure, of spoken words.
Orthography-
Defined in the Merriam Webster Dictionary as the “art of
writing words with the proper letters according to standard usage (2010).”
Morphology-
Defined in the Merriam Dictionary as the “study and
description of word formation (as inflection, derivation, and compounding) in
language (2010).”
Syntax- Defined
in the Merriam Webster Dictionary as “the way in which
linguistic elements (as words) are put together to form constituents (as
phrases or clauses) (2010).”
Example
of a timed repeated reading chart (see Blackboard):
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