Kids Need to Learn to Read Fluently

ch. 4

Summary of the Ch. 4

Two reasons Allington presents for why some children have problems with reading fluently is because they are given text that is too hard and they are interrupted for corrections so often that they read word-by-word in anticipation of a correction (p. 103). This chapter is dedicated to sharing the research students that describe good instruction that increases fluency. Tutoring and rereading has demonstrated reading gains in students. Allington notes that tutoring should be done by teachers who have an expert knowledge in literacy. Allington sums up the chapter on fluency by saying, " So, work on fostering fluency by ensuring that struggling readers have books they can read accurately, engage them in a little repeated reading, and guarantee that you have expanded the amount of high-success reading activity they do every day."

Strategy for Increasing Fluency : Tape, Check, Chart

Found on pg. 110

Begin by giving the students a four -color pen, and then having them turn on the tape recorder and begin to read aloud from a text. After the first reading, the students replay the tape while following along with the text ( a photocopy of the text works best). As they listen, students attempt to mark all their mispronunciations in black ink. They will reread the text once more recording and reading, but this time they mark their mistakes with a different color ink. They will read a total of 4 times, each time using a different colored pen at the end. Typically, each rereading should produce fewer misread words. The error-marking procedure makes this progress reading visible to the reader.

Paired-Reading Peer Tutors

Found on pg. 109

The Preview-Pause-Prompt-Praise (PPPP) strategy promotes fluency by pairing a student with a peer tutor. The tutor begins by a short preview of the story. The pair then reads the text together. When the tutee feels confident reading independently, he taps the table. The tutee continues to read until he begins struggling at which the tutor will pause and count to three silently to see if the student can self-correct. If the student does not decipher the word, the tutor prompts by saying "Let's read that again." If the student is still unable to read the word, the tutor helps sound out the word and then continues to read along with the tutee. If the tutee sounds out the word correctly, the tutor offers praise. After reading, the pair shares their favorite part of the story.