Repeated Reading Strategies

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Reading competence emphasizes the ability to process text and derive meaning and understanding swiftly and automatically. As illustrated by Byrnes and Wasik (2009), attaining reading skills requires learners to utilize their knowledge of the alphabet and sounds. Reading instruction aims to foster comprehension and promote fluency, enabling learners to read and understand text fast, accurately, and effortlessly. Reading literacy for young children in Kindergarten to Grade 3 is of great importance as it forms a critical foundation for their future academic and professional success. These learners are in different points of learning to read, and include emergent, early and fluent readers (Byrnes & Wasik, 2009). Emergent readers at kindergarten…show more content…
The teacher incorporates techniques, such as using voice intonations for various characters in the story, thinking aloud, and using hand and facial gestures to captivate the learners’ attention. Readers follow along as the story progresses. Overall, storytelling presents learners with the opportunity to improve their vocabulary, fluency and comprehension.
Repeated Reading Strategy
Cunningham and Allington (2015) identify repeated reading as an effective way to foster reading fluency. It involves reading a text repeatedly until the learner reads without making errors. Repeated reading is a credible strategy for reading instruction because it guarantees that readers grasp the content. Readers improve their reading speeds, develop sight word vocabulary and gain confidence in their reading abilities.
In classroom instruction, the teacher selects a short passage and reads it out loud several times as the learners pay attention. The teacher takes time to explain the passage, providing a purpose for reading. Next, the teacher reads a line from the passage and learners echo back by reading the same line. They proceed to read the passage repeatedly until they can do so accurately. Repeated reading can be done with the whole class or readers can be paired to read to each
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Word walls display groups of words that are organized prominently on the walls. They serve as visual reminders of concepts, and varieties of words and content. The justification for using words walls is that they promote the processing of multiple words in K-3 learners to foster vocabulary building. Word walls can be used with individuals, small groups and the whole class. The word wall is placed where all the learners can see and words are written in large prominent letters. Teachers and learners can determine the words to put on the wall. Learners always access important vocabulary and use the words in class discussions that entail learning multiple definitions and practical uses of the words. With constant practice using the word wall, learners develop reading comprehension.
From undertaking this assignment, it is clear that teaching language and literacy has become even more complex. Teachers are required to have extensive knowledge of literacy learning and to skillfully use diverse strategies to ensure effective instruction. To engage learners in productive literacy learning experiences, teachers must challenge learners by setting higher expectations for them. Moreover, literacy and language instruction is critical in beginner years and teachers must embrace their role in shaping learners’ academic
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