Assisted Reading Strategies Essay
The purpose of this analysis is to evaluate the strategies to promote reading fluency listed in The Savvy Teacher’s Guide. By examining the techniques highlighted, teachers will be better informed and prepared to plan instruction for a diverse group of learners. The strategies that will be discussed include assisted reading practice, listening passage review, paired reading and repeated reading. These techniques help students read aloud with correct expression, read at an appropriate rate, and to decode words accurately (Wright, 2001). Helping students become fluent readers can also be accomplished with peers, parents, and other adults. However, it is important to practice reading whether it is achieved independently or with support from others. The first strategy, assisted reading practice, is easy to complete and requires a proficient reader, the student, and a book in order to be executed. It is best for this reading activity to be performed in a quiet area or room so that distractions are minimal. The book should also be placed in a position where both the student and the accomplished reader can view the text mutually. Once both individuals are appropriately situated the student can read out loud. As the student reads, they should be provided
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Repeated reading requires the student to read over a passage repetitively, which can be accomplished either aloud or silently. Even though the student may read the passage repeatedly they still should have support to help with reading errors. Comparable to the other techniques discussed, students and helpers should be in a quiet room or area so there are no distractions. The student is instructed to read a passage then will repeat the action by reading the same text silently or aloud. If the student experiences difficulty with reading such as decoding the text or asks for assistance, the helper should offer their support accordingly (Wright, 2001, p.
Repeated reading requires the student to read over a passage repetitively, which can be accomplished either aloud or silently. Even though the student may read the passage repeatedly they still should have support to help with reading errors. Comparable to the other techniques discussed, students and helpers should be in a quiet room or area so there are no distractions. The student is instructed to read a passage then will repeat the action by reading the same text silently or aloud. If the student experiences difficulty with reading such as decoding the text or asks for assistance, the helper should offer their support accordingly (Wright, 2001, p.