The teacher reads one sentence of text aloud
with appropriate intonation and phrasing.
The student then tries to imitate this oral
reading model.
This continues until the student can imitate
more than one sentence at a time.
Neurological
Impress
Select a short passage that is easy for the
student to read.
Sit slightly behind the student holding the
book in front of the child so that you speak toward his dominant
ear.
Read together as in "one voice" with the
teacher moving along the line of print.
The passage should be read slightly beyond the
student's normal rate so attention is paid to whole words and
sentences.
Choral
Reading
Select a poem and read it to a group of
children.
Practice reading the poem until they can read
it in "one voice".
You may divide the children into groups and
assign various parts to each.
"Perform" the poem for an
audience.
Predictable
Language
Choose a book that contains a predictable
pattern such as a repeated sentence or sentence pattern.
Read the entire story aloud to the student.
During the second reading, have the student
join in reading the parts he feels able to read.
During subsequent readings, use pictures and
predictable language until the student is ready to read the book
on his own.
Taped
Reading
Allow the student to read a short passage to
himself.
He then reads the passage into a tape
recorder.
The tape is replayed as the student follows
along with the text in order to become aware of how his reading
sounds.
He can then record the passage again, then
listen to hear his improvement.
Caution: A child's accuracy tends to diminish after two or
three readings.
Readers'
Theater
A story that can be divided into parts (such
as characters) is selected and read with a group of children.
The story is divided into sections with parts
assigned to each child. (Colored post-its can be used to mark
various parts.)
Students read their scripts orally for
practice.
When the story is properly prepared, students
stand holding their books with their backs to the
audience.
The story is read to the audience in assigned
parts. As each person reads he turns facing the audience, then
back around when he is finished.
Note:
Fluent reading is impossible without
adequate word recognition. If a student reads haltingly, the
teacher should consider word recognition as the root of the
problem.
