The teacher and student/small group/class read a story together and aloud. This
builds reading comprehension and fluency.
A teacher utilizes introductory discussion about a story before reading. This builds student comprehension and interest in reading.
A teacher reads a text, one sentence at a time, as the student follows along.
The student then attempts to imitate or "echo" the teacher. This
fluency and confidence in oral reading skills.
Group Dynamic Reading
In a small group, the teacher and students take turns in reading the text. At first, the
children follow what the teacher reads with their fingers. After this, the students
read while the teacher listens. This builds oral reading skills and fluency.
A student reads with the assistance of an instructor as it is needed. When an
unfamiliar word appears, the instructor either tells the student the word or
assists the student in decoding the word. During the story, the teacher stops at
certain points and questions the student in order to determine/guide
comprehension. This helps build practice in comprehension, decoding, sight word
vocabulary, and oral reading.
A student sits on a parentís or teacherís lap and listens to high interest
stories. The goal of this technique is to build a studentís interest in reading,
while creating a good oral reading model. This nurturing environment can be
replicated in a story corner or anywhere that the child feels comfortable.
A student chooses a challenging text and listens to the instructor read it. The
student then reads the text by him/herself. This process continues until the
student can fluently read the text. This method can be woven into many different
literacy approaches and adapted to different circumstances. It builds decoding,
reading fluency and student confidence.
The teacher reads a text while the student observes and follows along silently.
This method helps build reading fluency and comprehension.
Students read silently for a specified period of time. This method builds
confidence in reading skills, but should only be used when students are ready.
A student reads along with a tape-recorded passage. Students continue at their own pace while building
decoding skills, sight
word vocabulary and fluency. It is important to use taped readings that are
short in duration (3-4 minutes at the most) and read in phrases to ensure that
students do are not lost or confused.
In a small group, students take turns reading a story while an assigned student acts out what is read. This
builds interest in reading and may break up the monotony in a lesson.
While a student reads a text aloud, the teacher whispers assistance in the
studentís ear as needed. This builds reading fluency and oral reading