Repeated Reading

• Students practice reading texts until they achieve fluency.

• Students perform texts for interested audiences—peers, younger students, family members, and so on.

Paired Reading

• Student selects book.

• Student and parent (or other good reader) read book aloud together.

• Parent’s reading slightly leads or follows, depending on student’s need and desire.

• Student logs paired-reading activities.

Choral Reading

• Teacher or students select text and determine or assign parts (if it is antiphonal reading).

• Teacher reads text aloud; students listen and read along silently. Discussion may follow.

• Teacher and students read text together.

• Choral or antiphonal choral reading is performed.

Tape-Recorded Passages

• Teacher or other competent reader prepares audiotapes of texts.

• Individual students select books and tapes. They read and simultaneously listen to books several times.

• Individual students perform books or a portion of them for an audience.

Fluency Development Lesson

• Teacher selects short text and prepares copies for students.

• Teacher reads text; students listen and critique reading. Discussion may follow.

• Teacher and students read text together.

• Student pairs take turns reading the text to each other. Listeners provide assistance and positive feedback.

• Students perform the text for interested audiences.

• Students add words from text to their word banks.

• Students read text at home for parents.

Oral Recitation Lesson

• Teacher reads story to class.

• Story discussion is followed by the development of a story map.

• Students write story summary.

• Teacher models reading of story and discusses fluency.

• Students practice segments of story.

• Students read or perform texts for others.

• Students “soft-read” (practice) segments of story on their own for 10 minutes per day.

Shared Book Experience

• Teacher discusses and reads a big book to the class.

• Teacher and students reread book several times over several days.

• Teacher draws students’ attention to segments of text (words, word parts, letters).

• Students read smaller versions of the book on their own at school and home.

Support-Reading Strategy

• Teacher reads story; students predict upcoming events.

• Teacher and students echo-read story.

• Student pairs reread story, alternating pages once or twice.

• Students practice 100-word segments with partners.

• Students read assigned segments to the teacher, who checks reading accuracy.

Rasinski, Effective Reading Strategies, p123-124

Rereading	Activities that involve reading and re-reading passages, practicing the text until it becomes familiar and sounds like natural speech, - whether alone or with partners - promote fluent reading. Providing authentic, real-life situations for children to practice (reread) and perform (read aloud) increases motivation to read, thereby increasing fluency.
Teacher Read Alouds	Sets a model for many reading skills, including: pace, tone, fluency, expression, pronunciation and enjoyment.
Choral Reading	Reading to music, with a group or alone sets a rhythmic pace for children to follow. They must keep up with the rest of the group, but do not have to stand out “alone”.
Echo Reading	Allows children to repeat words, phrases, sentences or sections of text. Uses modeling techniques.
Phrasing	Strategy used to move readers on from “word by word” reading. The reader sees and thinks about words in groups, i.e, “around the --- “what? à “around the corner”.
Reader’s Theater Student Performances Plays, Newscasts	Readers Theatre is another very natural and authentic way to promote repeated readings. Readers Theatre does not rely on costumes, movement, props, or scenery to express meaning--just the performers and their voices as they face their audience with script in hand. For students to perform a Readers Theatre script in a meaningful and engaging manner, they need to practice the script beforehand. Students love to perform for an audience when they are given sufficient opportunities to rehearse the script. (Rasinski)
Poetry	Poetry and reading fluency are an excellent match in nearly any classroom and for all students. Integrating poetry into the reading curriculum is a great way to promote fluent reading through repeated reading of readable and intriguing texts. However, despite the wonderful potential of poetry to explore language, it is one of the most often neglected components of the language arts curriculum (Denman, 1988; Perfect, 1999). Turning poetry into a performance, which it is meant to be (Graves, 1992; Perfect, 1999), and turning away from too much critical analysis, can give poetry its rightful place in the reading-language arts curriculum. Moreover, when poetry performance is fostered in the classroom, reading fluency is also nurtured as students attempt to make their oral interpretations just right--and this means repeated readings, but in a very natural and purposeful way. (Rasinski)
Paired Reading	(Example of a 2^nd and 3^rd grader) When the partners read, first the third grader reads the passage to his partner, then they read it together once or twice, and then, if time allows, the second grader reads it while the partner follows along and provides support and encouragement. The practice is natural and the outcome is clear. Through repeated readings of somewhat easier texts the third grader makes significant strides in his reading fluency and overall reading. The second grader, with the additional modeled and paired reading support, makes significant gains in her reading as well. (Rasinski)
Word Play	Any type of word play that increases vocabulary will increase fluency. The more words that can be read and understood automatically increase the fluency and comprehension of text.
Reading with Books on Tape	Reading along with Books on Tape allows the reader the experience of being read to (modeling) with the added features of keeping up with the pace of an experienced reader (as with choral reading). Children can also use this strategy to read books on their interest level which might not necessarily be on their reading level.
Making Books on Tape (Reading Rainbow)	An excellent activity for strugglers who might be embarrassed to read in front of their peers is having them make books on tape (audio and/or video). They can choose a favorite book and practice it until they can read it fluently, then tape it for other children, perhaps in a lower grade or younger siblings.
Authentic teaching activities involving children	Activities that give children a real purpose for practicing fluency can aid in the task of reading and re-reading materials, thereby developing fluency. Children have favorites that they like to read repeatedly. Student choice and areas of interest are important factors to reading practice.

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