Enjoying Favorite Books with Struggling Readers: Part 2

Abstract

Children enjoy books more when they do not have to stop and sound out difficult words.  Researchers have found that readers with reading problems are more likely to be interrupted during reading and that the focus of the interruption is on sounding out words.  The reader begins to anticipate the interruption and reads each word waiting to be interrupted.  Without realizing it, we are developing word by word readers instead of fluent readers. Studies show that engaging children in repeated reading of text with limited, if any, interruptions is particularly effective in encouraging more fluent reading with struggling readers. This issue of NASET’s Practical Teacher series was written by Matthew Glavach, Ph.D.  In Enjoying Favorite Books with Struggling Readers, Part 2, Dr. Matthew Glavach has added timed reading to repeated reading.  Reading quickly and fluently gives the brain time to comprehend what is being read.

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