By Melanie R. Kuhn PhD, PhD Paula J. Schwanenflugel PhD
This well timed publication bargains specified ways to oral studying guideline which may simply be integrated into primary-grade literacy curricula. It allows lecturers to head past the normal ''round-robin'' technique by means of offering robust educational aid and utilizing difficult texts. Grounded in learn and school room event, the e-book explains what works and why in aiding scholars construct comprehension besides notice reputation and the expressive components of oral studying. particular lesson plan rules, precious vignettes and examples, and reproducibles make this an necessary lecture room source. integrated are chapters on fluency's position in studying to learn, motivation, the home-school connection, fluency overview, and techniques for suffering readers.
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Indeed, adults seem to resort to switching to the oral reading mode when they encounter difficulty understanding what they are reading during the silent reading of texts (Hardyck & Petrinovich, 1970). Another distinct view is that oral reading may support the movement from the social origins of reading to the internalization of the reading process itself (Prior & Welling, 2001). The idea is that, when children are young, they are read to aloud by a caring adult, usually the parent, and the social features of reading take precedence.
Option: Teacher does running records of children reading. Students practice story. Teacher and students echo-read story 1. Option: Students do partner reading. Students take story home and practice reading basal story aloud to someone. Friday Thursday Wednesday Tuesday 28 FLUENCY IN THE CLASSROOM the text (usually several lines or a paragraph at a time) and having your students echo that text back to you. You also have the option, depending on the amount of time available, of allowing your students to partner-read the text after the completion of the echo reading.
Teaching children to read: Putting the pieces together. Upper Saddle River, NJ: Prentice Hall. Salasoo, A. (1986). Cognitive processing in oral and silent reading comprehension. Reading Research Quarterly, 21, 59–69. Schwanenflugel, P. , Hamilton, A. , Kuhn, M. , & Stahl, S. A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96, 119– 129. Schwanenflugel, P. , Kuhn, M. , & Morris, R. D. (2005). Becoming a fluent and automatic reader in the early elementary school years.