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1.
Student Observation Data
(Repeated Reading Process)
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Who: I will
implement a repeated reading procedure with a student in
my classroom who is struggling with reading fluency.
What:
Repeated Reading Procedure
Step 1: Together,
the student and I will choose a text for him to read. He
will read the unpracticed text to me and graph the words
per minute. Together we will set a goal for WPM,
phrasing, and intonation.
Step 2: I will
provide direct instruction on chunking the text for
phrasing and expression. In addition, I will model
fluent reading of the text several times.
Step 3: The
student will practice rereading the text for fluency. He
may practice the text alone, with me, or with a partner.
He will practice the text several times until he feels
he is reading it fluently. He will record reading the
text and play it back to analyze his fluency.
Step 4: The
student will read the text to me a final time and we
will graph the WPM again. A new text will be chosen and
the procedure will begin again. The procedure will
continue for 4 weeks.
Where: My
classroom.
When: Each
cycle should take one week to complete.
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Why: The
process I’ve developed is a combination of several
repeated reading techniques I read about. I want to find
out if repeated reading will increase my student’s
fluency in terms of word recognition, phrasing,
expression and rate.
Observing him
during the procedure will allow me to;
1. Watch his
reaction to repeated readings to determine if it’s a
viable strategy for students who struggle with reading
and may not be fond of reading to begin with.
2. Determine if
listening to me model fluent reading influences his
reading of the text.
3. Determine if
allowing the student to choose his own text (with
guidance from me) is the best course of action.
4. Determine which
method of practicing the text is preferred by the
student and which method allows for the most time on
task. |