February 27, 2011
“Spring” into a new idea to help students develop reading fluency and expression. Use the MONOLOGUE (http://fcit.usf.edu/search/index.php?pageNum=1) audio clipping in the DRAMA/THEATER section of FCIT’s Resources as an example of reading a section of a story with expression and fluency. The clipping is a reading from Alice in Wonderland. Set up a reading and taping station in your room. You could use the Alice in Wonderland clipping as the teacher introduction to the station. If that reading is age appropriate, students could listen to the audio again (with headphones) and then practice reading the section with a tape recorder or using a microphone to record into the computer (using iTunes, for instance). They can record numerous times throughout the week, challenging themselves to get better. Of course, you could do your own practice clipping of an age-appropriate selection. At the end of the week, or when students felt they had achieved success,they could read their section to you for teacher feedback.
The original “Monologue” clipping is to practice reciting, but works equally as well for reading practice. You could even have some of your excellent readers, or readers from another class or grade, make some practice audio clippings for your students.
FCIT’s LitToGo has a free online collection of stories and poems in Mp3 format (and a printable format) that can also be used for the fluency practice. Find the reading level your students need easily by going to LitToGo ( http://etc.usf.edu/lit2go/index.htm), clicking “Search Database” and then “Search Reading Level.” You can also search by Titles, Authors, and Keywords.
“Research shows that students increase their fluency when they read and reread the same passage aloud several times. The support that teachers give students during oral reading by modeling the text and providing guidance and feedback enhances their fluency development. Using this strategy, students gradually become better readers and their word recognition, speed, accuracy, and fluency all increase a s a result. Their comprehension also improves because they are bridging the gap between reading for word recognition and reading for meaning.” Quoted from Developing Reading Fluency by Trisha Callella.