Read-Alouds—Cyber Models Found on "Storyline Online," cyber model read-alouds are an engaging and fun strategy to improve reading fluency and comprehension within text. "Storyline Online" provides teachers and students will animated readings of classic children's literature. Be it in small groups, as whole class, or independently, cyber read-alouds model fluent reading and expose students to texts before they attempt to read them fluently on their own. Captions at the bottom of the screen encourage students to read along during read-aloud activities. According to Thoemer and Williams (2012), "Daily exposure to read-alouds presents students with opportunities to hear explicit modeling of the fluency elements (e.g., accuracy, automaticity, prosody) that proficient readers exhibit" (p. 442). In addition to modeling proper reading fluency and helping students develop reading fluency, cyber read-alouds give students time to engage with fun and interactive technology. Teachers should pause throughout cyber read-alouds to discuss the text and see if students are comprehending and reflecting while listening.
Thoermer, A., & Williams, L. (2012). Using Digital Texts to Promote Fluent Reading. Reading Teacher, 65(7), 441-445.
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Readers Theater for Fluency According to Thoemer and Williams (2012), "Living in a digitalized world calls for educators to reconsider nontraditional means of teaching reading" (p. 444). A virtual Readers Theater is an excellent strategy to encourage fluency and accuracy while reading. After downloading a poem, play, monologue, or dialogue to classroom iPads, students divide the text into parts and begin practicing. While this strategy also provides students with the opportunity to practice voice and embody character traits, it challenges students to practice and master oral fluency and reading comprehension. After practicing their lines fluently and rereading the text to master comprehension, students incorporate props and music into a unique performance to showcase what they have just practiced. Students may present live to the class, but will also have the option of recording their performance on the iPads. Students are permitted to record as many times as necessary with the goal of fluency in mind. By using the iPad in this activity, students will be able to hear themselves read, as well as, practice and correct their performances.
Thoermer, A., & Williams, L. (2012). Using Digital Texts to Promote Fluent Reading. Reading Teacher, 65(7), 441-445.
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Voracious Reading According to Boushey and Moser (2009), "Readers become more fluent by increasing their volume of reading" (p. 158). The more that students read as a whole group, with partners, or independently, the more time students have to develop reading fluency. Because students spend a lot of time sounding out words and stumbling over advanced texts, it is imperative that students find "good-fit books" to practice their voracious reading. Giving students time to read without interruption builds comprehension and fluency skills and provides students with the opportunity to make reading a fun and daily habit.
Boushey, G. & Moser, J. (2009). Ready reference form: Using prior knowledge to connect with text. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 158). Portland, ME: Stenhouse Publishers.
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