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
encouragement and support for any errors they may encounter such as mispronouncing words or skipping a line (Intervention Central, n.d.). Readers benefit from this technique because it is undemanding to carry out since they are provided individual support by having an immediate response as they read, are given praise and encouraged as they progress. Fortunately, anyone can learn this method to provide students with lots of practice to increase their reading fluency (Wright, 2001, p. 14). Another reading strategy referred to as listening passage preview consists of two readers as opposed to one. With this particular strategy, accomplished reader reads a passage from the book as the student reader follows along. When the passage is read by the peer tutor or adult, it is the student’s turn to read the text. Comparable to the assisted reading practice, the student reader is able to receive immediate, individual support for any mispronounced words or problems they may experience. The accomplished reader and student reader alternate reading the passages until the story is completed. Throughout the reading encounter, the person assisting the student can help reading comprehension by pausing periodically to pose a question about the story (Weebly.com, n.d.). Additionally, the teacher can instruct the student to read a passage again that the student may have difficulty reading once or twice which is also known as repeated reading (Wright, 2001, p. 19). Listening passage preview can help all readers but is particularly helpful for students that are visual and auditory learners since the teacher, peer, or adult helping them reads the text initially as the student follows along. In doing so, the student is able to hear the correct expression of the text, observe the suitable rate the text is being read, and to hear the pronunciation of the text read accurately (Rasinski, 2004). A different strategy known as paired reading can also assist readers with fluency. However, unlike other techniques discussed this approach requires both the student and the assistant to read aloud simultaneously. Nevertheless, the student may signal to the helper during the session to stop reading as the student continues to read the passage alone. The helper should continue to follow along as the student reads, encouraging them as they resume, and offer support when needed to help with reading errors (Wright, 2001, p. 17). Through this application, students are able to learn fluency by observing and appropriately executing expression, volume, phrasing, smoothness, and pace. By hearing the fluent reader read passages, students can become familiar with interpreting the text as they read and with their own voice (Rasinski, 2004). The last technique to be reviewed refers to repeated reading.
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.
19). Repeated reading is helpful for readers to develop fluency skills and can be accomplished with one helper, in small groups, or the whole-class (Teacher Vision, 2016). The approach was formed to support non-fluent readers increase fluency and reading comprehension. It is an alternative method that teachers can use to help their students become fluent readers. Regardless of which technique is selected to help students with fluency and reading comprehension. Teachers should employ various methods using materials suitable for reading instruction for all types of learners. In doing so, students can remain engaged while learning to accurately decode words, read at an appropriate rate, use proper expression in their voices as they read, and increase reading comprehension skills.