Guest Author - Marie Rippel
Reading fluency means the ability to read with expression and without awkward pauses. It is a important skill but is often neglected in the classroom. Here are five ways to help your child develop fluency skills:
1. Model Fluent Reading
Modeling fluent reading is a great way to help. Read to your child so he knows how fluent reading is supposed to sound, then have him read the same passage back to you.
2. Do Repeated Readings
Practice helps children attain fluency. Repeated readings of a passage, poem or other short text are very useful in learning to be a fluent reader.
3. Encourage Phrased Reading
When learning to read fluently a child must know where to pause or where to raise or lower their voice. Poems are great for this type of practice as they often have an easy-to-follow melodic tone. After you choose a good poem, separate the segments so they can see how it is supposed to flow. Instead of reading word by word, the goal is to read words in groups.
4. Enlist Others to Help.
There is no disputing the fact that the more people a child has helping him the more he can learn. You should enlist the help of more fluent friends or other family members to help your child on his or her path to be coming a better reader. The helpers can read one-on-one with the child and give positive feedback. This will help the child learn how a passage should sound. These tutoring sessions should be short (no more than 15 minutes) with short passages or poems.
5. Do Readers Theater with the child
In Reader’s Theater, students read aloud from a script. Unlike regular theater, there are no costumes or memorization. The focus is on interpreting the text with the voice. Students are encouraged to bring the story to life and to practice their part until they can read it smoothly and with expression.
Reading fluency is an important skill, and attention should be given to it at home and in the classroom. When children read with proper fluent reading skills they are more able to remember and comprehend the text.
