Using Repeated Readings of Poetry
to Boost Reading Prosody and Reading Attitudes
BEHIND THE SCENES:
THE PROPOSED RESEARCH QUESTION:
The research paper that addresses this proposed research question is located below.
What is reading prosody?
What is repeated readings?
The Relationship between Repeated Readings and Poetry
References
Guerin, A., & Murphy, B. (2015). Repeated readings as a method to improve reading fluency for struggling adolescent readers. Journal of Adolescent & Adult Literacy, 58(7), 551-560. http://doi.org/10.1002/jaal.395
Laberge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323.
Samuels, S. J. (1979). The method of repeated reading. The Reading Teacher, 32, 403-408.
REPEATED READING IN ACTION!
THE ACTION RESEARCH STUDY
WHO PARTICIPATED IN THE STUDY?
Participants were selected based on pre-determined criteria. All participants had to have parental permission and provided self-consent in order to participate in the study.
WHAT HAPPENED DURING THE LEARNING SESSIONS?
Once pre-test data was collected, the learning sessions began. Each week, the participants were given a new poem and were explicitly taught how to demonstrate a specific component of reading prosody such as expression, phrasing, intonation, and smoothness while engaging in the repeated reading of poetry. Elements of pace were also integrated within the intervention sessions at multiple points (a sample schedule of the weekly sessions is provided below). At the end of each week, the participants recited the poetry for an audience.
At the end of the five weeks, post-test data was collected using the multidimensional fluency rubric and the reading attitudes survey. The results were compared, analyzed, and are displayed on the charts below.
WHAT WERE THE RESULTS OF THE STUDY?
All participants showed growth on the multidimensional fluency rubric when comparing the pre-test data collected to the post-test data collected. The average growth in points was determined to be +2.0 points.
The reading attitude survey results for each participant were analyzed and categorized into the number of happy attitude responses vs. the number of upset attitude responses. The data collected showed that the number of happy attitude responses improved for all participants on the ERAS post-test as compared to the ERAS pre-test.
Pre-test vs. Post-test Comparison of the Multidimensional Fluency Rubric Scores
The Comparison of Happy Attitude Responses Pre-test vs. Post-test on the Elementary Reading Attitudes Survey
Sample Schedule of Weekly Learning Sessions
Weekly Learning Session #1
· Teacher introduces the poem (activates prior knowledge, vocabulary, etc.)
· Teacher reads selection aloud while explicitly modeling fluency expectations (students follow with their own copy of the poem)
· Students echo-read the same selection (teacher reads and students repeat)
Weekly Learning Session #2
· Teacher reads selection aloud while explicitly modeling fluency expectations (students follow with their own copy)
· Teacher and students choral read the poem
· Students begin to partner read the poem
Weekly Learning Session #3
· Students partner read the poem
· Students recite/perform the poem for audience
· Students complete one extension activity if time permits
WILL REPEATED READINGS HELP MY STUDENT OR CHILD TO BE A BETTER READER?
Some of the benefits of repeated readings are listed below:
- Helps all levels of readers with fact recall
- Serves as a study strategy
- Aids in students' identification of what's important in their reading, such as main ideas and vocabulary
- Increases comprehension and results in more advanced questioning and insights
- Leads to increased reading rate and increased word recognition accuracy
- Assists struggling readers as they transition from word-by-word reading to more meaningful phrasing
Reference:
https://www.aea267.k12.ia.us/english-language-arts/reading/fluency/structured-repeated-reading/
RESOURCES
ABOUT ME
Hello, my name is LaQuitta Hinton. I am currently a second grade teacher in North Carolina. I have previously taught third grade for two years. I have always had a passion for working with children and for helping children. I am a graduate student at East Carolina University and I am working towards earning my MAEd in Reading Education. I decided to attend East Carolina to further my education after personally experiencing the struggles that students endure while on the path to becoming lifelong learners. Upon the completion of my degree, my ultimate career goal is to become a Reading Specialist.
Email: hintonl14@ecualumni.ecu.edu
Website: http://timeinthird.weebly.com/
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