Repeated Reading Strategy with Vocabulary Review

Repeated reading with vocabulary preview is a reading comprehension/fluency strategy in which the reader is given a list of vocabulary with definitions from the chosen reading passage, before being given the reading passage. The teacher addresses each vocabulary word individually and reading the passage does not proceed until the student can define each word 3 times. Students are then asked to read the passage aloud twice and answer comprehension questions. Reading is timed and mistakes are noted and addressed during/after each reading. The goal of this reading strategy is to increase reading fluency, comprehension and oral reading comprehension by providing vocabulary preview to passages and providing practice opportunities for the student. One of the studies conducted required the teacher to work one on one with students for 10-20 minutes, 3-5 days per week. These researchers showed that repeat reading with vocabulary preview on 6 students grades 10-11 with reading levels between 4^th and 8^th grade, had a positive impact on students’ reading fluency and comprehension (participants increased reading comprehension by approximately 10% as compared to the control group).

1. Select a book or reading passage that is within the student’s instructional reading level.
2. Implement the strategy in a quiet environment that is free from distractions.
3. Provide the student with vocabulary flashcards from the reading passage.
4. Instruct the student to study the vocabulary silently for a few minutes.
5. Present the vocabulary and have the student provide the definition. If the student does not know the correct definition, review the correct definition with him/her.
6. The student should correctly state the definitions 3 times.
7. Direct the student to read the selected reading passage aloud. Explain that you (the teacher) will be noting any mistakes made during reading so that you can review any missed or unknown words.
8. Begin the timer and record errors and words read correctly for 1 minute but continue to let the timer run.
9. Record the total time used to read the passage.
10. Present the mispronounced or unknown words to the student. Do not proceed to the next step until the student has correctly stated each word 3 times.
11. Inform the student that they will read the passage aloud again and then answer some questions about what they have read.
12. Begin the timer when they start reading.
13. Record errors and correct words for the first minute but continue to let the timer run.
14. Record the time used to read the entire passage.
15. Instruct the student to answer the given comprehension questions.
    

1. This strategy is easily used with a multitude of readings (i.e., books, articles, magazines).

2. This strategy can easily be implemented with any grade level.

Include a data sheet you have designed that would be used to collect data on strategy effectiveness with your students.

Hawkins, R. O., Hale, A., Sheeley, W., & Ling, S. (2011). Repeated reading and vocabulary-previewing interventions to improve fluency and comprehension for struggling high-school readers. Psychology In The Schools, 48(1), 59-77. doi:10.1002/pits.20545