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Reading Effortlessly and With Expression = Reading Success

Material: funny short text with rhythm such as poems at the independent level

Parents and teachers: Help your children/students become fluent readers by:

1. Provide them with fluent reading patterns. Find someone who will read to children if you are not a fluent reader. Allowing the voice to descend and rise (varying the pitch) enthusiastically at appropriate times throughout the reading exercise would be the perfect way to model the reading. For example, the reader should allow their voice to rise at the end if the question is read. For example, “Is that enough? should be read as if the reader were actually asking someone in person. The voice will rise at the last word because it is after all a question.

2. Ask the children/students to read passages repeatedly while you offer advice. They should practice reading passages until they can read them as the model did, assuming the model is an adequate reader. Don’t allow someone to model reading unless that person is an effective reader. A child’s interest in learning to read can be hindered by an inadequate reader.

3. Smooth reading pattern. Ask the children to read the text again after the text has been modeled. In doing so, students engage in repeated reading. Usually, proofreading a text four times is enough to improve fluency. Rhythmic text and/or poems are a good choice for this activity. It is the actual time that students are actively engaged in reading that produces reading gains. Use a text interesting for the child and containing 100 to 200 words.

By listening to appropriate models of fluent reading, students learn how a reader’s voice can give meaning to written text. I cannot stress enough the importance of reading aloud to children/students daily. By reading effortlessly and with expression, you model and teach the sound of a fluent reader during reading.

Ask the children to read the text again after the text has been modeled. In doing so, students engage in repeated reading. Usually, proofreading a text four times is enough to improve fluency. It is the actual time that students are actively engaged in reading that produces reading gains.

Encourage parents or other family members to read aloud to their children at home. As children/students hear several fluent player patterns, they are exposed to many different ways a player can sound. Soon they will see that some seem more interesting than others or that some bring the text to life more than others. A reader that comes to life and holds children’s attention is usually what the child would like to hear when they spend time reading.

Additionally, students improve their fluency by combining reading instruction with opportunities to read books that are at their independent level of reading ability. Books that are at a child’s independent level will require minimal help from a parent/teacher. (see the three levels of text readability below)

Readability levels

Independent level text – This type of text is easy to read with about 1 in 20 words difficult for the reader (95% success rate)

Educational Grade Text – This type of text is difficult to read but manageable with approximately 1 in 10 words challenging for the reader (90% success)

Frustration level text – This type of text is too difficult to read with more than 1 in 10 words difficult for the reader (less than 90% success rate)

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