Different Reading Tactics for Fluency and in Actual Classroom Participation
Teachers, especially inside the classroom, seek various types of reading activities that can be incorporated into the different class or groups of students situated in small group instruction.
Teachers should teach the students with different tactics in reading, especially in reading a selection, story or text. As you can see, we execute faulty techniques in perceiving the reading instruction. Because of those faulty techniques we find reading as hard one and it loosen the possibility to understand the selection.
Before the students undergo such complicated situations in reading, teachers must provide some strategies in reading to provide appreciation, in part of the students and promote reading fluency. Here are some examples reading techniques for fluency, such as:
Repeated reading - This kind of techniques requires reading the text for several times. Three or four times are practical enough. This may create some issue regarding the repetition of the passage, but provides chances to mastered reading.
Student-adult reading - This is where scaffolding occurs. The adult helps and guides the younger one in word recognition and also the adult provides feedback about his /her performance.
Choral reading - This is where the group read aloud simultaneously. It provides chances for the students; especially those slow readers appreciate reading, thus gives fluency in reading
Taped-assisted reading - This is where the readers follow as an echo of what the speaker being said through listening to the audiotape.
Partner reading - This is the kind of reading techniques where it involves two persons who are having the same and/or with a more fluent reader. This is where the other is provided as a model to the partner.
Reader’s theater - This is where the students practice or rehearse their piece or script before they present and perform in front of the audience.
Those techniques mentioned above are just only suggestions that maybe give some improvement to you as a reader, but always remember that true mastery or fluency in reading is by “reading naturally”. This is where you frequently feel the true essence of reading.
After studying those techniques, you are now ready to apply it in your actual setting and it will help you to participate actively in class discussion. Here are some techniques that will teach us the proper ways of reading to cultivate and develop the classroom participation. These are:
1. Prediction/ summarization tactic
Mostly, children especially in oral reading do not actually understand what they read; merely they “say the word”. They focused on the pronunciation and sounds of the words. So through of this tactic, manage by the teacher to avoid that practice.
They can predict the contexts and summarize the passage to monitor comprehension. If those two strategies are well mange and execute it surely result to high level of comprehension. It can be done by teachers through giving worksheets which they can predict and summarize the context of the selection.
2. A text look back tactic
This kind of tactic can directly teach the students wherein they can develop their skills through looking back over the text to find specific information.
According to Swanson and De la Paz (1998) “it assists children in their reading instruction. This tactic can be done through remembering the certain information using headings to find the right selection and reading topic sentences to find appropriate heading.
3. The verbal retelling tactic
As we observe nowadays many strategies arises to increase comprehension among the students. One of the strategies is that children retell or tell what they already read. That’s what this tactic wants to emphasize. The students verbally retelling the information from the story they read or even heard from a lecture. This tactic has been found very effective to increase comprehension.
In some matter, the teachers are also device a more structural retelling approach in both reading and listening before the lecture. This approach is called RTC. Before reading, the students are assigned as any of the following:
R- Stand as “recorder” of the critical information
T- Stand as “talker” who usually presents the information to the class which the recorder records.
C- Stand as “checker”, responsible in ensuring the correctness of the critical information recorded and presented.
Which is more effective reading tactic for you?
4. A Storytelling Tactic
This tactic is closely related to retelling tactic. The storytelling instruction gives different benefits:
a. children with various backgrounds have a greater chance to tell stories and explore the cultural diversity.
b. students are given chance to demonstrate knowledge more effectively.
c. students can develop their multiple language capabilities like:
- Language ability
- Understanding the components of the story
- Using facial cues and expressions, variety of voice tone and physical gestures.
- Comprehending of cues from one’s audience
This tactic can be done through:
-teachers use storytelling in illustrating events.
-Teachers must supplement with video films, or substantial discussion of the pictures
-Students tell stories whether true or make-up stories to illustrate concepts.
-in the middle of the story, teacher should check the students if they cope up to the story.
-use physical movement
a. Use music, rhymes or charts that can support and tell the story, and to increase active participation.
b. Let the students to tell the same story to different groups subsequently.
c. Expose the students to different parts of the story and let them retell or narrate the story sequentially.
d. Encourage students to use video presentation in telling a story.
e. Truly means that storytelling is a literacy strategy rather than “reading per sec”.
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