In my last post, I looked at reading while listening, and how it might help learners both to read more fluently, and to acquire more language. Reading while listening is a form of something known as ‘repeated reading’, a strategy whereby a student reads a passage several times, either silently or aloud. The idea, as discussed in the previous entry, is to develop greater fluency or automaticity, and there is evidence to suggest that it works, and, moreover, that it has a positive effect on the student’s language development as a whole.
But isn’t it terribly boring to just read the same passage again and again? Not according to Gorsuch and Arnold , who claim that students were ‘delighted to see such powerful and immediate increases in reading speed and comprehension.’ I’m sure that’s it’s true that students can be motivated simply by seeing progress. The typical way that this kind of motivation is built on in schools is by overtly measuring this progress. For example, Tomkins (2003)* suggests the following procedure:
1 Conduct a pre-test. The student reads a passage aloud while the teacher records the reading time and any mistakes. The teacher then clarifies any problems.
2 The student practises reading the passage again on their own, out loud or silently, several times.
3 The teacher records the student again and makes a note of reading time and any mistakes.
4 Teacher and student discuss the improved time (pretty much inevitable) and whether there were fewer mistakes.
I can see this working very well in some contexts, and being disastrous in others. Your call, I think.
If you don’t want to take such an overt approach, you could try thinking about real reasons why a student might need to read aloud in English, and build activities around these. For example, the class might enjoy reading a one-act play, repeatedly reading it in order to prepare for a recording. Or, many ESOL classes are made up of parents of young children, just learning to read in English at school. These parents could definitely benefit from practising reading aloud their children’s favourite books.
Or try some activities where there is a goal or outcome, other than simply improving your reading fluency. For example, a dictogloss in pairs. Student A reads the text out loud, at a natural speed, while B tries to write down as much as possible. This is repeated until B feels confident that they have the whole text. B can then read the text back to A, for checking. This works best if the more fluent reader in the pair is A, the one who initially reads the text, as this way A is able to give a good model. The activity could be extended by changing the pairs, so that B then takes away the text to dictate to a new (A) partner. This way, B also gets the repeated reading practice, but only after they have heard the next a number of times from the original A.
Choral reading, as a class, has also been shown to be very effective, but in its unadulterated form seems rather dull and childish. You could try putting a text on the board or smartboard, getting students to read it aloud as a class, and then rubbing out random words, so that they have to remember what was there. Of course, this is as much about memory as reading, but it does provide a powerful motivation. It is also a good opportunity to work on weak forms and linking- demonstrating how these occur in the text which is being read.
And, of course, repeated reading does not have to mean reading aloud. A nice activity which can be done with absolutely no preparation is to ask all the students to read the same passage silently. After one minute exactly, stop them, whether they have finished or not, and ask them note how far they got. Tell them to start the passage again, from the beginning. Stop them again after one minute and ask them if they read any further this time (they almost certainly will have done). The beauty of this activity is that it is completely differentiated, as each student is working at his or her own level, and under no obligation to expose their reading level to anyone else.
Tompkins, G. (2003). Literacy for the 21st Century: Teaching reading and writing in pre-kindergarten through grade 4. New Jersey: Merrill Prentice Hall.