The ultimate goal of reading is being able to comprehend. There are many components and stages to reading that need to be addressed before comprehension can occur, beginning with the concepts of print on up to phonemic awareness and word recognition. Many people believe that once a child is able to read words accurately they can move from the learning to read stage to the reading to learn stage. However, if a child is not a fluent reader this transition will prove difficult. It is crucial for non-fluent readers to participate in a form of repeated reading fluency instruction in order to become proficient readers.
[...] I feel as though it would be more effective in improving reading fluency among intermediate learning disabled students than using a form of non-repetitive reading. Some students in the intermediate grades may feel as though repeated reading is a form of punishment for not reading well, therefore it is important for the teacher to provide relevant purposes for conducting repeated readings. fluency instruction should include demonstration and discussions of the what, how, when, and why of the activity” (Worthy & Broaddus, 2001/2002, p. [...]
[...] Reading fluency was seen as a natural result of practicing reading orally, but no mention was made of methods for improving reading fluency. When the “Reading First” initiative was announced, I began to think about the non-fluent readers I have worked with. Amazingly, many of the learning disabled students I have worked with have not read fluently, but have had average comprehension abilities. Until I began this paper, I did not see a huge problem with this since comprehension is the ultimate goal of reading. [...]
[...] (2001). Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management [Electronic Version]: Learning Disabilities Online. Retrieved May from http://www.ldonline.org/ld_indepth/reading/reading_fluency.html. Mercer, C. D., Campbell, K. U., Miller, M. D., Mercer, K. D., & Lane, H. B. (2000). Effects of a reading fluency intervention for middle schoolers with specific learning disabilities. Learning Disabilities Research & Practice, 154(4), 179- 189. Rasinski, T. V. (2000). Speed does matter in reading. The Reading Teacher, 146-151. Richards, M. [...]
[...] Non Repetitive Reading Methods-Opposing Methods Although most research suggests repeated reading is key for fluency development, some research has been conducted to compare effects of repeated reading to non-repetitive reading. The non-repetitive oral reading strategies include Echo Reading, Unison Reading, and Assisted Cloze Reading. During Echo Reading, students a phrase or sentence read by the teacher. Unison Reading is also known as the Neurological Impress Method. The text is read aloud by the teacher and student at the same time. [...]
[...] The first step in this plan is to acknowledge that reading fluency and comprehension are related. Some say that fluency is a result of comprehension, while others say comprehension is a result of fluency. Either way, fluency should be a part of daily reading instruction along with a comprehension component. For someone who has no training in fluency they should seek assistance from a co-worker who does or attend a professional development seminar in reading fluency. Fluency is one of the focus areas of the “Reading First” initiative and grant money is available for K-3rd grade teachers and K-12th grade special education teachers for professional development. [...]
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