11 Fluency-Building Strategies
1. Guided Repeated Oral Reading
2. Scaffolded Silent Reading
3. Paired Repeated Reading
4. Choral Reading
5. Echo Reading
6. Partner Reading
7. Timed Repeated Reading
8. Phonics Phones (Whisper Phones)
9. Readers Theater
10. Radio Reading
11. Poetry Club
1. Guided Repeated Oral Reading
from Put Reading First (summary of National Reading Panel Report, 2000)
Students read passages aloud several times and receive guidance and feedback from the teacher.
Repeated and monitored oral reading improves reading fluency and overall reading
achievement.
Students who read and reread passages orally as they receive guidance and/or feedback become
better readers. Repeated oral reading substantially improves word recognition, speed, and accuracy
as well as fluency. To a lesser but still considerable extent, repeated oral reading also improves
reading comprehension. Repeated oral reading improves the reading ability of all students throughout
the elementary school years. It also helps struggling readers at higher grade levels.
Traditionally, many teachers have relied primarily on round-robin reading to develop oral fluency. In
round-robin reading, students take turns reading parts of a text aloud (though usually not repeatedly).
But round-robin reading in itself does not increase fluency. This may be because students only read
small amounts of text, and they usually read this small portion only once.
Researchers have found several effective techniques related to repeated oral reading:
students read and reread a text a certain number of times or until a certain level of fluency is
reached. Four rereadings are sufficient for most students; and
oral reading practice is increased through the use of audiotapes, tutors, peer guidance, or
other means.
In addition, some effective repeated oral reading techniques have carefully designed feedback to
guide the reader's performance.
………………………………………………………………………………………………………
The “guided” part of Guided Repeated Oral Reading occurs when the teacher or more
knowledgeable other provides feedback after each reading. This can involve: helping the
student with words that they missed; coaching on observing punctuation when reading;
coaching on reading with expression, phrasing, and correct intonation; etc.
2. “Scaffolded Silent Reading:
A Complement to Guided Repeated Oral Reading That Works!”
Reutzel, Jones, Fawson, Smith (Reading Teacher, 2009)
(The authors recommend this strategy for students whose reading level is end of 2 nd grade or higher)
Scaffolded Silent Reading involves:
daily mini lessons – Teacher explains & models an aspect of fluency or a comprehension strategy
20 minutes of silent reading daily – try to match text to student’s interests or allow guided selfselection
5 minute individual teacher-initiated reading conferences (4-5 students each day)
Student reads about 100 words and teacher takes a running record to check for accurate reading and
fluency
Teacher and student discuss comprehension of what has been read so far
Teacher and student set a goal to meet or work on before the next conference (what section of book
will be read; what comprehension strategy will be focused on; etc.)
genre wheel to encourage wide reading
students choose to read books from different genres to complete each section on the wheel
year-long expectations
5 books each term
2 complete genre wheels each year
Have student(s) do oral repeated readings with a partner if not at end of 2 nd grade reading level or not
willing or able to stay on-task while reading silently.
3. Paired Repeated Reading (strategy to improve fluency)
With this strategy, students work in pairs. One student chooses a selection to read that is at his
independent reading level. Both participants have the recording sheet. The partner listens carefully while the
reader reads the selection “cold.” The reader than evaluates and records on the top half of his own sheet his
performance for reading # 1; (the listener records nothing until after the second reading.) The reader rereads the
same selection and again evaluates his performance. This time, the listener, on his own sheet, marks areas
where his partner showed improvement. The reading is repeated a third time with both students again marking
their own forms. The two then switch roles and repeat the process.
http://public.rcas.org/administration/SD/SecLit/Strategies/Paired%20Repeated%20Reading%20form%20and%2
0directions.doc
Paired Repeated Reading (strategy to improve fluency)
Reader _________________________________________
Date _____________
Passage used ____________________________________________________________
How well I read:
Reading #1 was:
great
good
so-so
not very good
Reading #2 was:
great
good
so-so
not very good
Reading #3 was:
great
good
so-so
not very good
What I did best in my reading today is _______________________________________________
Today I listened to___________________________read.
Reading #2
This is how my partner’s reading improved:
_______ partner read more smoothly
_______ partner read with more expression
_______ partner knew more words
_______ partner stopped more for punctuation
Reading #3
This is how my partner’s reading improved:
_______ partner read more smoothly
_______ partner read with more expression
_______ partner knew more words
_______ partner stopped more for punctuation
Choral Reading: Rationale
Choral reading involves students and teachers simultaneously reading the story together. During choral
reading, it is the teacher’s job to set the pace of the reading. As the teacher reads, students read along with
him or her, imitating his or her inflection and tone of voice. It provides students with supported word
recognition and provides them with access to the text. There may be variations in choral reading to increase
student engagement (girls go, and then boys go, then the left side, then the right side, etc).
Choral Reading Model Lesson: What Does Choral Reading Look Like?
Tell students to turn to the correct page.
Explain, “Today, we will be choral reading the story we read yesterday. Choral reading is when we read
the story as a group out loud. As I read and you read aloud with me, I want you to imitate the way I read
the sentences. Make sure you pause at the end of sentences, and put some life into your voice! Also,
remember to speak loud enough so your voice can be heard, but not too loud as if you were screaming.”
Pause here and answer any questions.
Explain, “Before we begin, we are going to practice. Read along with me.” Make sure all students read
the first page or few sentences of the story with the students. Scan the room to see if any students are not
following along or just mumbling. Practice reading with the students until the reading is clear and fluent
and make sure all students are reading along with you.
Begin the story again with the students and read it chorally. Be sure to pause for comprehension checks
and questions about meanings of words they may find difficult.
Pointers for Choral Reading Success
Let students know that they are expected to read with the class and that choral reading is a part of the
reading lesson, not a “break time”.
Make sure students are actively engaged with the text.
Make it fun! Alternate between reading slowly and quickly. Have the girls read one sections and the
boys the next. Divide the class into groups (A, B, C) and alternate groups reading. If the story has a lot
of dialogue, assign parts for students. Change it up to keep it interesting.
Encourage students to put life into their voices as they read. Model expressive reading yourself.
Source: University of Georgia Development of Reading Fluency Project
Echo Reading: Rationale
Teachers read a section of the text aloud. It is important to start with a sentence or so and as students
become more familiar with the technique and more competent with the material, this can be extended into a
paragraph or longer. Students “echo” the selection back after the teacher reads it. This is a useful way of
making difficult text accessible. Point-of-contact vocabulary clarification and comprehension questioning
should occur after reading each few sections of text.
Echo Reading Model Lesson: What Does Echo Reading Look Like?
Tell students to turn their books to the correct page.
Explain, “We will be echo reading the story we read yesterday. I will read a paragraph out loud and you
read it back to me out loud. As I read and you read aloud, I want you to read it along with your eyes. Are
there any questions?”
Have students practice echo reading with a few sentences from the story before beginning the actual
reading. Explain, “We are going to practice before we begin. I will read a couple of sentences and you
read along with your eyes.” Scan the class to see that each student is ready to read. “Is everyone ready?
Let’s begin!” Teacher reads the sentences aloud. “Now it is your turn to read with me. Make sure your
eyes are on the text. Are you ready?” Teacher and students read the sentence aloud. Continue this until
students are ready to echo read the entire text with the teacher.
As you are echo reading with the students, visually monitor whether students are reading and
enunciating the words appropriately. During reading, be sure to stop and ask questions about the text and
go over difficult words.
Pointers for Echo Reading Success
Echo reading is only successful if the entire class is engaged in the activity of reading. It is important to
“set the tone” for echo reading when doing it as a whole class activity.
Appropriately model what echo reading looks like for the class before you begin regular
implementation. Echo reading can become part of the routine very easily if students know the entire drill
step by step. It can become a fun and interactive way to read aloud with students.
Make sure students know that they are expected to read silently when the teacher is reading. They need
to understand that when the teacher reads, they should be reading along silently. If there are children
who are not reading along, you can provide each child with an index card or pointer so that they move
down the page as they are reading.
Source: University of Georgia Development of Reading Fluency Project
Partner Reading: Rationale
Students choose or are assigned partners to reread the text that the class is working on that week. Each pair
reads the entire story or section of the story, taking turns by paragraphs or pages. As one partner reads, the
other monitors the reading and helps where necessary. After the story is completed, a second reading should
be completed with partners reading opposite pages.
Partner reading is most successful when children understand the ground rules. To manage noise, we
emphasize the “six inch voice rule”. To explain, show the students a 12 inch ruler. Explain the difference
between a 12-inch voice (loudly) and a 6-inch voice (softer voice). Have students use 12-inch and 6-inch voices
with their neighbors. After illustrating the rule, explain that while partner reading, students must use a “six
inch voice”. Another one is the “shoulder-to-shoulder rule”. Explain to students that when they partner read,
they must be “shoulder-to-shoulder”. Illustrate by having two students talk in front of the class about 2 feet
apart. After this, have the students talk shoulder-to-shoulder. In other words, they must not be very far away
from each other so that they can hear their partner and not have to talk loud.
Partner Reading Model Lesson: What Does Partner Reading Look Like?
Begin by explaining to students what partner reading is. Tell students, “Today you are going to read our
story with a partner. When you partner read, you take turns reading pages or sentences, depending on
how long the text segment is. During partner reading each partner has a job. One partner reads the
sentence or page out loud and with expression. When one partner is reading aloud, it is the other
partner’s job to read the words silently with him or her to make sure he or she is saying all the words
right and using expression. I will assign your partner.” Go over the jobs of each partner.
Choose a student to come to the front of the room to partner read with you. Model with the student for
the class what partner reading looks like, using the “6-inch voice rule” and reading “shoulder to
shoulder.” Model helpful assistance when a word is unknown.
Have children get their books out and turn to the selected page. Tell students, “It is time to begin partner
reading. Remember to use your six-inch voices and follow along with your partner to check his or her
reading. If you finish reading before time is up, switch places and read the story over again with your
partner. Begin.”
Students will commence partner reading and teacher walks around to monitor each pair.
Pointers for Partner Reading Success
Partner reading is all about management and modeling. If you explain the expectations ahead of time,
students will know what to expect and know the boundaries of the activity.
Assign partners ahead of time. This eliminates students leaving other students out and saves time during
class. Students like to rotate partners also. Avoid pairing two low skilled children together. Instead, pair
low skilled children with a more skilled partner with whom they get along, or even better, with whom
they are friends. Two low skilled children tend to get off task because they cannot support each other
through the text (Meisinger, Schwanenflugel, Bradley, & Stahl, 2004). Avoid putting two highly skilled
children together. High skilled readers usually don’t need the support that a partner provides. Instead,
assign them to a child that could benefit from assistance, but with whom they get along well.
Students think it is a treat to read on the floor. After they are comfortable with the process and you are
satisfied with their reading, it might be fun for the students to read around the room. Set guidelines and
this should go smoothly also (e.g. No reading under tables).
Source: University of Georgia Development of Reading Fluency Project
Materials:
Timed Repeated Reading Chart
Passage from independent level or familiar text
Stopwatch or clock
Procedure:
1. Select an easy passage of approximately 100 words.
2. The child reads aloud a selection while the teacher records the time. The student’s first
or second reading of the passage is to be used as a baseline to chart improvement with
each reading.
3. There are many ways to conduct a Timed Repeated Reading:
One minute reading – The student reads for 1 minute. The teacher or partner counts
the number of words read during each trial.
Timed Reading – The student reads the same passage each time. The teacher or
partner counts how many seconds it took to read the same passage.
Words per minute – Choose a passage. Time the student when s/he reads the
passage. To determine WPM, use the total number of words in the passage and
multiply this by 60. Take this total and divide by the total number of seconds it took
the child to read the passage.
4. Record the student’s progress. Children are motivated by and often enjoy personally
charting their progress.
Source: Johnston, F.R. Invernizzi, M., Juel, C. (1998) Book buddies: Guidelines for volunteer tutors of
emergent and early readers. New York: The Guidford Press.
Materials:
PVC Pipes
Familiar texts
Procedure:
1. Use PVC pipe corners for students to practice reading familiar texts aloud, thus improving their fluency. By
whispering into the pipe, the student’s voice is amplified into their ear.
Source: Johnston, F.R. Invernizzi, M., Juel, C. (1998) Book buddies: Guidelines for volunteer tutors of
emergent and early readers. New York: The Guidford Press.
Materials:
Books or reading passages for students to read
Procedure:
1. Select a text that is appropriate for grade level and lends itself to being read aloud by
multiple students. Typically, readers theatre should use an independent text.
2. Briefly describe/review the story. Work with students to pick appropriate roles.
3. Students practice reading the script independently (and at home).
4. Explain to students that gestures, props, and movement are not used in Readers
Theater. Instead, the focus is to use one’s voice, emotion, and expression.
5. Students practice as a group.
6. When the students are ready, have them perform the story for their classmates.
Source: Johnston, F.R. Invernizzi, M., Juel, C. (1998) Book buddies: Guidelines for volunteer tutors of
emergent and early readers. New York: The Guidford Press.
Materials:
Narrative or expository passage
Small group of students
Objects that provide children with a historical context for radio
Procedure:
1. Discuss the content and style of a radio broadcast, emphasizing the importance of
listening comprehension and communicating a clear message. You may wish to share a
historic broadcast with students and/or find images of children listening to the radio
prior to television. Explain that radio, like reading, requires you to use your
imagination and visualize images. You may wish to bring in examples of radios today.
2. Distribute the passage and assign a part to each student.
3. Allow students time to practice their part – individually or with a partner.
4. Perform the passage with students reading their assigned parts. There is no need for
props or costumes, since this is “radio.”
Source: Johnston, F.R. Invernizzi, M., Juel, C. (1998) Book buddies: Guidelines for volunteer tutors of
emergent and early readers. New York: The Guidford Press.
Materials:
Various poems/poetry books
Procedure:
1. Read aloud several poems to your students and display poetry books throughout the
classroom.
2. Give students time to look through the books and select a poem to read to the class.
Allow students plenty of time to practice the poem and experiment with different ways
of reading it.
3. Students can select a poem on Monday, practice it over the course of the week, and
read aloud during Poetry Club on Friday. Post a Poetry Club sign-up sheet where
students can choose a time to share their poem.
4. Gather the students during Poetry Club time. Students may include why they chose the
poem.
Source: Johnston, F.R. Invernizzi, M., Juel, C. (1998) Book buddies: Guidelines for volunteer tutors of
emergent and early readers. New York: The Guidford Press.
Additional Resources:
http://www.fcrr.org/FCRRReports/PDF/ReadingFluency.pdf
http://www2.scholastic.com/browse/article.jsp?id=4468
http://reading.uoregon.edu/big_ideas/flu/flu_what.php
RATE
http://www2.scholastic.com/browse/article.jsp?id=4367
EXPRESSION
http://www.fcrr.org/assessment/et/routines/pdf/instRoutines_1ORF.pdf
PHRASING
http://www.resourceroom.net/comprehension/phrasing_Jones.asp