Comparing Teacher Read-Alouds And Round-Robin Reading

The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

Overall, the read aloud lesson was a great experience in which I learned many aspects about myself. I believe that conducting more read aloud lessons would help me improve in tone and fluency for reading. Also, in my opinion, an interactive read aloud is a great way to assess students’ knowledge of the central message of a book. I will use the interactive read aloud lesson in my future classroom ever change I get to help my students be

The intervention used first was the Peer-Mediated instruction with repeated reading (PRR). During this phase, the students were seated across from each other. The students were then given a copy of the passage, one in which to read, and the other in which to mark the time and note any errors observed, along with a stopwatch. Both students began reading from the selected text for the pair for a duration of twenty minutes at the beginning of the class. Next, the “paired reading” time consisted of each student taking turns reading using only a whisper. To ensure the fidelity of the intervention, measures were taken to ensure that one student didn’t have to be the first reader every time. During the read aloud, the student who wasn’t reading would follow protocol and read the following sentence “Stop. That word is _______. What word? Yes, ________. Please read that sentence again.” After the paired reading time, the reader would then be asked to read

A doctor once said ‘the more that you read, the more things you will know. The more you learn, the more places you’ll go’. That doctor was, of course, Dr Suess in his book 1978 book, I Can Read with My Eyes Shut!. Reading is the orchestration of many skills. It is much more than simply decoding words. The National Reading Panel Report (A Closer Look, 2004, p. 1) summarised a child’s reading process and teachers’ effective reading instruction into five essential components. These five critical elements are phonological awareness, phonics, fluency, vocabulary and comprehension. Each element is individually important; however, each cannot occur independently of one an other. The most effective way to teach these elements is through a balanced

The RtI process is made up of three Tiers: Tier 1, Tier 2, and Tier 3. Tier 1 is whole class instruction taught from a research-based curriculum. In this Tier, at least seventy percent of students will reach expected performance levels. For English learners, this goal means that they gain, at minimum, a year of English proficiency for each year they are in school. It also means that they are making progress on state assessments (Fisher, D., & Frey, N. & Rothenberg, C. 2010). When students are not making any improvements or progress in Tier 1, teachers come together to discuss other options. More than likely they will be moved into Tier 2. In Tier 2, the students are in small groups which the teacher often focuses on the skills they are needing. To catch up to the rest of the class. These small groups are taught by general teachers and/or reading specialist. These small groups range from 6 to 10 weeks for about 20 minutes, 3 days a week. During which the students are being progress monitored to make sure they are making adequate progress in reading fluency. Many schools currently use brief curriculum-based measures, such as oral reading fluency, to screen students to determine their level of performance relative to classmates and to monitor students’ ongoing performance and progress to evaluate the effectiveness of their reading instruction. Oral reading fluency is assessed by asking students to read a previously unseen

For the second interactive read aloud, teachers should read the book for a second time

The National Reading Panel was formed in 1997, this panel of experts was appointed by the Director of the National Institution of Child Health and Human Development and the Secretary of Education. These experts’ responsibility is to determine the effectiveness of various approaches to reading. These 14 panel members reviewed and researched 100,000 reading research studies. From those 100,000 they then narrowed their selection to studies that showed well- defined instructional procedures and those that showed a connection between practice and outcomes. The panel also elicited input from teachers, administrators, researchers, and parents at regional meetings. From gathering all this information the panel came to find that effective reading instruction

Teachers should teach reading in, fun, exciting, and research based findings in order to help students with their comprehension. The teacher from the video "Rick's Reading Workshop: Mini-Lesson", did an exemplary job of executing all three of these factors to positively impact his students comprehension. His class was built on the foundation of wanting all his students to have a love of reading, because he believed that when students are engaged and having fun they are more susceptible to comprehend and ask questions. He read to the students in a tone that was highly engaging, and overall a joy to listen to, the students were actively engaged and with the teachers enthusiasm they never had a chance to stray from topic. I also appreciate

During our field observations this semester we were given the opportunity to lead a read aloud in the pre-k classroom we were in. It was challenging and exciting chance to be interactive with the students and they be interactive with me. My impressions of my read aloud is that I did a “good enough” job to keep the children engaged, and feel as if they were learning, not just listening. I feel that I could have done a better job with many things, but with the setting, and limitations that felt I was in, I believe I did a well enough job to have a successful read aloud in a real classroom setting. One key however, to my success was the worksheet we were given, planning for an interactive read aloud. I was able to use this to my advantage, and be prepared for what needs to be introduced prior to reading, what needs to be done to make sure I along with the students were being active readers, and being ready with a closing to wrap-up what was taught during the reading.

The teacher researcher chose three interventions to implement. Cooperative learning, guided reading, and reader’s theater are all ways that students can work together to better comprehend what they are reading. Cooperative

Keep the identity of the next reader unpredictable- If you move quickly from one reader to the next, student focus more closely. This is especially true if they don’t know who the next reader is. To leverage and normalize full and universal participation in reading, a significant proportion of reader should be called whether or not their raise their hand.

While reading and looking at many strategies and procedures I feel that repetition in most cases for at-risk students is the key. Strategies such as these will give students the tools to become better readers. The experimental group of third graders who were working with the interventionist understood the text when it was read to them; however, the word recognition was the cause for the low test scores (Mayfield & Holmes, 1999-11-19). A problem in my classroom addressed by the repetition strategies was the ability to read and remember sight words.

Having the right methodic strategies to teach and encourage fluency reading can be a tedious task for an educator. All students including those like Chloe in the IRIS scenario do not read alike. One particular strategy might work for one student but not another. However some of the tried and true strategies have work are Reader’s Theater, Musical/Choral Reading and Tape-Assisted Readings. These strategies not only can be used in the classroom but reiterated and reinforced at home with the parent interacting with the student.

Readers can improve this skill when teachers model the strategy using questioning techniques and think-alouds (Richards & Anderson, 2003). These interactions and discussions in small groups narrow the linguistic divides between diverse students and their peers (Richards & Anderson, 2003). When Gabriella become proficient using this technique, she can use language to verbally express how she arrived at her conclusions (Richards & Anderson, 2003).

The article title “Interactive Read Alouds: Is There a Common Set of Implementation Practices?” is a beneficial tool for teachers. The article encourage teacher to learn different ways to improve their students comprehension through the text which is being read aloud. There are 7 components of an effective interactive Read-Aloud. The following components will help make a strong impact on language and literacy for all students learning new material.