Learning to Read

Learning to Read

Reading improves performance in school
(Fifth Grade Example) Anderson, Wilson and Fielding

Achievement Percentile

Minutes of Reading Per Day

Minutes of Reading Per Year

90%ile

40

2,357,000

50%ile
12.9 601,000

10%ile 1.6
51,000

Reading Fluency

Fluency is the ability to read text accurately and quickly. Fluency is important because it provides a bridge between word recognition and comprehension. Because fluent readers do not have to concentrate on decoding the words they can focus their attention on what the text means.

How can you help children become more fluent readers?
1) Provide them with a model of a fluent reader.
2) Have children reread passages as you offer guidance.
3) Combine reading instruction with opportunities to read books matched to their independent reading ability.

Here are some teaching ideas to build fluency.

Child-adult reading: The child reads one-on-one with an adult (parent, teacher, volunteer, grandparent). The adult reads the text first providing the model. The child reads the same passage to the adult with the adult providing assistance and encouragement. The child rereads the passage until the reading is fluent. This may take three to four re-readings.

Choral reading: In choral, or unison, reading, children read along as a group with you or another fluent adult reader. Children must see the same text you are reading. Children reread three to five times (not necessarily on the same day). They should then be able to read the text independently.

Tape assisted reading: In tape-assisted reading, children read along in their books as they hear a fluent reader read the book. Books need to be at a child's independent reading level and the rate is best at 80-100 words per minute. The tape should not have sound effects or music. The first read involves only listening. Next the child should try to read along with the tape. Reading along should continue until the child is able to read the book independently.

Partner reading: In partner reading, paired children take turns reading aloud to each other. More fluent readers can be paired with less fluent readers. The stronger reader reads a paragraph or page first, providing the mood. Then the less fluent reader reads the same text aloud. Two readers of equal ability can practice reading after hearing the teacher read the passage.

Putting Reading First, The Research Building Blocks for Teaching Children to Read, Partnership for Reading, U.S. Dept. of Education

Reading is fun
Kids need to read a lot!
Create a schedule that supports increased quantities of reading during the day.

First Grade Reading Success
Second Grade Reading Success
Third Grade Reading Success
Fourth Grade Reading Success
Fifth Grade Reading Success
Sixth Grade Reading Success

Nonfiction Reading Comprehension Set (6 Books)

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