See all Strategy Guides in this series. About this Strategy Guide. Research Basis. Strategy in Practice. Distribute and introduce the script to the students and have them make predictions about the story or characters.
Ask students to follow along as you read the script aloud, modeling the appropriate intonation, volume, and pitch as well as varied voice inflections for different characters. The setting? Write the words on the board or large sheet of paper and refer to this list while reading. Students are encouraged to refer to these words and use them in their writing activities. Divide the class into pairs. Assign a specific number of pagers to be read, keeping in mind that a longer script can be divided into several sections.
Paired students should take turns reading every other entry in the script, giving all students an opportunity to read the same amount of material. The students can reread the script and read the alternate entries. Specific parts of the script are not assigned at this time.
This eliminates the practice of assigning the stronger readers the larger roles and the poorer readers the minimal roles. Circulate and offer assistance with the pronunciation of words and model fluent reading by reading with expression, using the appropriate rate, pitch, tone, and volume.
At the close of the session, do a group read-around of the script, giving each student an opportunity to read one entry of the script or assign roles and have students perform a portion of the script. Depending on the length of the script, students may eventually work in small groups of three to five students with assigned roles. The self-contained special education teachers appreciate having the leveled scripts to support their instruction of challenging content spanning multiple grade-levels.
They see many troubling aspects of life due to their home environments and disabilities. They need to feel like a success and that reading is the key to unlocking those doors. Keep up the wonderful work of providing excellent materials for teachers and students.
This kit includes eight leveled scripts and a Teacher's Guide with differentiation strategies, allowing teachers to specifically assign roles to students to accommodate individual reading levels. All students can perform and successfully build fluency!
This Spanish kit includes eight leveled scripts and a Teacher's Guide with differentiation strategies, allowing teachers to assign roles to best accommodate students' individual reading levels. This kit includes eight leveled scripts, with differentiation strategies detailed in the Teacher's Guide, that allow teachers to assign roles to students to accommodate individual reading levels.
This kit includes a Teacher's Guide and eight leveled, Spanish-translated scripts that allow teachers to assign differentiated roles to students based on their current reading level, allowing all students to perform and successfully build fluency! This kit includes 8 leveled scripts and a Teacher's Guide with differentiation strategies, allowing teachers to specifically assign roles to students to accommodate individual reading levels.
This kit includes a Teacher's Guide and eight leveled scripts that allow teachers to assign differentiated roles to students based on their current reading level, allowing all students to perform and feel successful as they build fluency! This kit includes eight leveled scripts adapted from Shakespearean plays. Differentiation strategies included in the Teacher's Guide allow teachers to accommodate individual reading levels and get all students to perform and successfully build fluency!
This kit includes eight leveled scripts and a Teacher's Guide with differentiation strategies that allow teachers to accommodate individual reading levels by specifically assigning leveled roles. By browsing our website, you accept cookies used to improve and personalize our services and marketing. To find out more, read our Privacy Policy page. Get a Personalized Demo Meet with an experienced TCM educational consultant for a personalized demonstration of our research and standards-based resources.
Explore products. Digital Resources Professionally recorded scripts, poems, and songs to promote choral reading and allow students to hear rhythm and expression for increased fluency. Copies of poems and songs in digital and transparency formats. Teacher's Guide Provides differentiation strategies and second language support activities to provide effective reading, writing, listening and speaking instructions to English language learners.
Easy-to-use, standards-based lesson plans incorporate strategies recommended by fluency expert Dr. Timothy Rasinski and focus on improving accuracy, automaticity, and oral expression. In this investigation students viewed videotapes of themselves, which had been edited to show them reading fluently?
Results indicated that the procedure of having students watch videotapes of themselves reading fluently produced gains in oral reading. A commonly recommended strategy to improve reading fluency is repeated readings.
Previous research has shown this strategy to be effective in helping students with learning disabilities and those with reading difficulties to increase fluency []. The strategy involves allowing students to read and reread selected short passages until they reach a level of satisfactory in fluency [24].
It allows them to gain confidence in self-expression and develop a willingness to try, which provides a measure of success.
Because reading is a complex cognitive process that involve making meaning while decoding, reading with accuracy and prosody, and developing a knowledge of the pronunciation and meaning of words, many students with learning and behavioral challenges often lack these critical skills necessary for the rich engagement and understanding of texts that is needed for the development of higher-level comprehension. Lack of motivation and decreased or no connectivity with a wide range of texts and printed material, that is presented in an array of multimedia sources, are extended issues struggling readers face when engaging with reading resources.
Though the reciprocal relationship between fluency and comprehension has been well established in research, some argue that fluency and comprehension do not always develop in the same manner [29]. Students who have developed strong decoding skills and excel in oral reading can have deficits in comprehension. As a result, students are improving their reading fluency and comprehension by developing an understanding of story elements and context while implementing self-monitoring strategies [30].
Another factor pertinent to fluency and comprehension growth is student motivation and self-efficacy. How students view themselves as readers and their ability in reading deeply impacts reading ability, as well as their motivation to read. Through consistent exposure to the practice of reading and rereading, students are encouraged and exposed to multiple opportunities to decode multisyllabic words, learn vocabulary, and connect their lives and experiences to characters within texts [32]. It spans the critical components of developmental reading that provides targeted support and meaningful connections that will lead to lifelong readers for all students.
This study involved 12 African American male students who had a primary diagnosis of emotional and behavioral disorders and a secondary diagnosis of learning disability, as defined by the Individual with Disabilities Education Act They received their education in a self-contained classroom that consisted of grades Their ages ranged between 9 and 11 years of age. The mean age for the group was Table 1 provides a breakdown of the demographic information related to age and grade level.
The study was conducted in an elementary school located in the northeastern section of the United States. Four hundred and forty-eight students were enrolled. Eighty-one students received special education services, representing The building served students in grades pre-K through 6 grades.
Two hundred and thirty-nine students of the four hundred and forty-eight received free and reduced meals. Participants in this investigation exhibited many behaviors that made it difficult for less fluent readers to engage in oral reading activities.
For example, students were less likely to volunteer to read orally, students who were less fluent often had more fluent readers make negative comments about their reading, comprehension of reading material was less pronounced in all but 2 of the subjects, and because of the negative comments from more fluent readers, social relationships among the students were non-productive and disruptive to the classroom environment.
These scripts were two pages in length, had words, 3, characters with spaces, and 50 lines. The scripts also had multiple characters to allow for all participants a chance to read individually. All scripts had a narrator to provide a context for dialogue. The scripts were intentionally designed to be short to accommodate the complexity of academic and behavioral issues experienced by study participants. The themes and topics of the scripts were varied to allow study participants to be able to access many different genres of literature.
The data collected served to establish a baseline of fluency productivity before the intervention was applied. Each recorder was given sample copies of pre-intervention reading material that was used to gain baseline data and taught how to conduct frequency counting to document fluency errors among the participants.
Recorders were further asked to tally the number of fluency errors i. A tape recorder was used to record subjects reading fluency performance before and after the intervention to help confirm reliability.
At the end of each day of baseline data collection, recorders met with the research staff to review their frequency counting results and compare them with those from the tape recorder. Using this method produce percent agreement in what the human recorders heard and what was garnered from tape recorder. Table 2 provides baseline performance for each participant. Figure 1 Appendix A provides a sample of how these scripts appeared for the students.
When the scripts were completed, the classroom teacher, who was an African American male, with training in both theatre techniques and special education, met with the subjects to tell them that the format for their reading block would change.
Using the same format to collect pre-intervention data as used to collect post-intervention data, the frequency count produced a drastic decrease in fluency errors. Where subjects had a mean of Those participants who were initially reluctant to attempt reading tasks appeared less reluctant as they would often volunteer to read dialogue of characters found in the scripts.
Table 3: Post-Intervention fluency errors compared with pre-intervention. Rather, subjects were observed assisting less fluent readers with pronunciation of words, the use of vocal expression, voice projections, and other activities that promoted a sense of confidence for less fluent readers. The mean decrease in the reading fluency errors was The eta squared statistics 0.
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