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Buddy reading is when a child with reading problems works with a younger child so that they can practice their reading in a comfortable setting. The students has the time to become familiar and practice reading the book before he/she shares it with the younger student. This allows the student to work on their confidence and self-esteem as they read and practice their fluency. As the student tutors the younger student, they can become aware of the processes involved in learning to read which can prove very beneficial. A reflective journal about the buddy reading experience can also be useful for future reading preparation.

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Wide Reading Approach builds on the Fluency-Oriented Reading instruction but differs in the number of texts a student is exposed to. The five day model mirrors days 1, 2, and 5 of FORI but introduces a 2nd and 3rd Echo read on days 4 and 5 rather than focusing on choral and partner reading of one text. This model exposes children to a greater variety of texts with less reliance on repeated reading.

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Peer-assested learning strategies can be useful  with improving fluency for middle and high school students. You would pair students based on their levels. A higher student would be paired with a middle student, for example. These strategies are recommended to be used every other day for around 17 weeks. The activities includes are partner reading for 10 minutes (one reads while the other coaches), story retell for 2 minutes, paragraph shrinking for 10 minutes (reading paragraphs and retelling what happened in each paragraph), and then prediction relay for 10 minutes.

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#9 What is Combining Approaches In Differentiated Instruction -Chris

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#9 What is Combining Approaches In Differentiated Instruction -Chris

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First a teacher must determine if a student is having difficulty with decoding or sight words before addressing fluency, as the fluency work won't be beneficial until gaps are addressed. 15 minute daily approach during which a selection is read twice.(first could be choral or echo reading, second could be partner or whisper)

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This approach gives students the support  to read increasingly difficult texts. Preferable for students that have good oral comprehension but poor or slow word-recognition abilities. Text should be a level or two above their instructional level. Approaches include: echo reading, repeated readings, recorded reading, or choral reading. It is helpful for struggling readers to combine different approaches into your instruction.

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Oriented reading instruction is an approach to fluency developed by Stahl & Heubach. This also connects comprehension and motivation. Oriented reading instruction follows a 4 day sequence. On day 1, vocabulary is pre taught
and prior knowledge is built. The teacher will read the text aloud and conduct a post reading discussion that focuses on summarizing and the themes. On day 2, echo reading is done for the book, vocabulary is reviewed and specific questions are asks. Day 3, choral read of the entire book and the teacher will model expressive reading and how a word is said reflects its meaning. Finally on day 4, students will partner read the book and incorporate more comprehension activities. Day 5 is optional for extension activities.

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A more capable reader, adult, works one on one with a struggling reader. The struggling reader chooses a book and together the book is read in unison until the struggling reader gives the signal that he/she wants to continue the book solo. The solo reading continues until an error is made. The adult provides the word and together repeat the sentence in unison. The procedure repeats. Throughout the adult asks comprehension questions to monitor meaning.

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Echo reading is when a teacher reads a selection of a text while students follow along in their own texts, silently. Students will then echo the selection of text back. Echo reading requires longer selections of text so that the students are required to actually read the text and not remember what the teacher read. Echo reading provides opportunities for the teacher to model think aloud decoding strategies and is useful when introducing harder texts.

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Repeated reading is the process of reading the same text repeatedly until a desired fluency level is achieved.
1 Use a 100 word excerpt from a passage that is slightly above the child's instructional level but might be interesting to them.
2 Measure the child's initial reading by timing and marking miscues to determine speed and error rate.
3 Go over miscues with child.
4 Repeat step 2 and 3, repeating until the child has reached 100 words/minute with 0 miscues. If this takes more than 7 attempts and easier passage should be considered.
5 Repeat process with a like leveled passage, until the child reads with 100 words/min and 0 miscues on the first attempt.
6 Move to higher level passage

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Students choose a partner and read an entire story taking turns(page by page-see saw reading) The other partner can monitor
-echo reading
-choral reading
An alternative is repeated partner reading. One student reads a short passage 3 times, the other student comments on how well it was read.
Another alternative is to have partners work together to be problem solvers (with difficult sentences/text)
Radio reading -one student rehearses a section of informational text and reads it aloud to group (other members have a copy) Then they discuss the meaning and the reader asks comprehension questions about the answer.

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These strategies involve performance. Participation in these activities in beneficial for students because of the opportunity for repeated readings through their rehearsals. Students practice to reach a desired level of fluency. I anticipate student engagement to be high.

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We should focus on developing fluency only after it has been determined that poor fluency is not attributable to decoding or sight-word deficits.

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This approach has two parts: a direct teaching phase & a mastery phase. In the direct teaching phase the teacher begins by reading a story and discussing using questions. Then the teacher rereads sentence by sentence or paragraph by paragraph, stopping to have students echo back a portion that was read. The teacher can then divide divide the story into parts, assigning sections to students, having students perform.
In the mastery phase students practice stories that were read in the direct teaching phase until they are able to read with 99% accuracy and a rate of 85 wpm. Done independently until the student feels they are ready.

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The Multidimensional scale is a rubric used to judge oral fluency. It is considered to provide a more in depth measure than the NAEP rubric. The rubric measures expressing & volume, phrasing, smoothness, and pace. Through both summative quantitative data and formative information, teacher can use it to guide instruction and help students measure their own fluency.

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This approach uses short passages (100 words) taken from in class texts. The student is asked to read the text and is judged on accuracy and rate (determined by Hasbrouck and Tindal's Oral Reading Fluency Data norms.

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Closed captioned television involves turning the captions settings on when children are watching TV. Some research suggests that this helps improve children's word identification. They can hear and read the dialogue at the same time. This may be most helpful for low-income families who may not have access to a variety of reading sources but are likely to have a television at home.

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16. What is plays, reader's theater and famous speeches?

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16. What is plays, reader's theater and famous speeches?

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11.What is peer-assisted learning strategies?

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11.What is peer-assisted learning strategies?

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9.What is combining approaches in differentiated instruction?

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9.What is combining approaches in differentiated instruction?

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2.What are Curriculum based measurements

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2.What are Curriculum based measurements