Paired Reading
Paired reading is a strategy where more fluent readers and less fluent readers are partnered together to read a passage. The lower level student can be partnered with a higher level student in their class, a student in a higher grade or a community volunteer. The readers will first read together through the use of choral reading. However, according to Intervention Central, the low level student will give a signal to have the experienced reader stop chorally reading. If the student then stumbles or struggles with a word, the partner will help the student by say the word and having the student repeat the word back. After this, they will both read chorally once again until the signal is given once more.
Paired reading can be used within the content areas as a way to help students tutor each other through a tougher book that could possibly be at a higher reading level then the lower level reader is at. For example, in a social studies book, the content is generally at a higher level than that of a lower level readers ability. Through the use of paired reading, a more fluent student can tutor or guide a less fluent student through the content.
Type of Learner:
Paired reading is a strategy that can be useful for all learners. If done with an adult, an emergent reading and continue their growth in fluency and expression in reading. If working with a peer, emergent and at-risk students can feel comfortable reading with a friend or classmate and gain more confidence in their reading and work on their fluency as well.
Paired reading is a strategy that can be useful for all learners. If done with an adult, an emergent reading and continue their growth in fluency and expression in reading. If working with a peer, emergent and at-risk students can feel comfortable reading with a friend or classmate and gain more confidence in their reading and work on their fluency as well.
Independent Reading
"Independent reading is the reading students choose to do on their own. It reflects the reader’s personal choice of the material to be read as well as the time and place to read it. Independent reading is done for information or for pleasure." (Cullinan 2000).There is a large amount of evidence that shows independent reading builds fluency because if students can not accurately and effectively reading text, their overall reading achievement will suffer. This is due to the intense amount of labor and time it will take to read with a decent level of fluency with reading (The Effects of Independent Reading on Reading Achievement).
Like Cullinan said, independent reading is the time when students get to take responsibility for their learning and all the strategies they have watched and practiced using and begin using them individually. This is a time when students choose a level appropriate text of their choice and read it, practicing their fluency skills and self monitoring as they read. Independent reading is hugely important for students and their growing fluency. They can select the books they wish which gives them greater control of what they learn. With the use of the independent reading strategy, students begin to develop a love for reading and make it a priority by taking "ownership in the reading process." (Independent Reading -- The Foundation of Lifelong Reading (2010)).
Independent reading, however, is not the same as sustained silent reading. Independent reading is a time when students have a large amount of responsibility for their learning. They are making book selections, reading and practicing their strategies on their own. Independent reading is done during the day when the teacher is having small group lessons, like during a Daily 5 rotation time. During this time they are also responsible for responding and thinking about the text they have selected. Sustained silent reading on the other hand is more teacher led. This is a time when all students in the class participate in reading at the same time and are just simply reading with no responses or reflections. The teacher at this time is just monitoring and not carrying out conferences or small group lessons.
Also during independent reading time, teachers will sometimes conference with students. They will have one-on-one meeting with students while they are reading their selected book. This is done to really see where the students are, how they are using their strategies as well as to see if their selections are at the appropriate level for them. Teachers can use these conferences to help students who are struggling with strategies as well as gain valuable knowledge about their students fluency skills. Below is a video of Cheryll Black doing conferences with a few of her students during independent reading time. This video provides great examples of questions to be asking students to get an accurate assessment.
Like Cullinan said, independent reading is the time when students get to take responsibility for their learning and all the strategies they have watched and practiced using and begin using them individually. This is a time when students choose a level appropriate text of their choice and read it, practicing their fluency skills and self monitoring as they read. Independent reading is hugely important for students and their growing fluency. They can select the books they wish which gives them greater control of what they learn. With the use of the independent reading strategy, students begin to develop a love for reading and make it a priority by taking "ownership in the reading process." (Independent Reading -- The Foundation of Lifelong Reading (2010)).
Independent reading, however, is not the same as sustained silent reading. Independent reading is a time when students have a large amount of responsibility for their learning. They are making book selections, reading and practicing their strategies on their own. Independent reading is done during the day when the teacher is having small group lessons, like during a Daily 5 rotation time. During this time they are also responsible for responding and thinking about the text they have selected. Sustained silent reading on the other hand is more teacher led. This is a time when all students in the class participate in reading at the same time and are just simply reading with no responses or reflections. The teacher at this time is just monitoring and not carrying out conferences or small group lessons.
Also during independent reading time, teachers will sometimes conference with students. They will have one-on-one meeting with students while they are reading their selected book. This is done to really see where the students are, how they are using their strategies as well as to see if their selections are at the appropriate level for them. Teachers can use these conferences to help students who are struggling with strategies as well as gain valuable knowledge about their students fluency skills. Below is a video of Cheryll Black doing conferences with a few of her students during independent reading time. This video provides great examples of questions to be asking students to get an accurate assessment.
Independent reading looks different in each school as well. According to Lori Oczkus, independent reading is a 20-30 minute block of time each school day when students should be reading self-selected books, not assigned books. This is usually during Daily 5 time or different times during the day when student are given the option to read. This is a huge component of independent reading. In other fluency strategies, book selections are made for them, but here they get to be in control of what they read and self monitor themselves throughout the process.
"Individuals read to live life to its fullest, to earn a living, to understand what is going on in the world, and to benefit from the accumulated knowledge of civilization." -Bernice E. Cullinan
Content Area Examples:
Type of Learners:
Independent reading is important for all students to gain a deeper text awareness as well as to gain a better understanding of the genres to which they enjoy reading. This is also a great way for all readers to read the type of book that interests them as a way to encourage reading, fluency and comprehension. By allowing students to pick their own books as well as giving them the time to read what interests them, the students will continue to become more fluent readers and comprehend more deeply.
"Individuals read to live life to its fullest, to earn a living, to understand what is going on in the world, and to benefit from the accumulated knowledge of civilization." -Bernice E. Cullinan
Content Area Examples:
- Independent reading can be used in Social Studies as a way to help students better understand a historical even. Students choose a companion book to text that is being read in class. This book is their own choice and in their reading level and is about the topic that is being discussed in the class. For example, if the class is learning about the Holocaust, the students could pick a book like The Diary of Anne Frank or Daniel's Story as their companion book to read individually to learn more about the Holocaust and those who were involved and impacted.
- Just like in Social Studies, students can choose a companion book for a specific topic in Science. For example, when learning about the planets and the solar system, students could choose books, both fiction and nonfiction, to read more about the planets and solar systems. Students could choose to read books about the planets themselves or even science fiction books about space.
- In art, students could choose books that are in their level and interest about artist that they are studying or about the town, city or country the artist originates from. This is a great way to get students to learn new information about a specified topic but that is interesting to the student and is at their individual reading level.
Type of Learners:
Independent reading is important for all students to gain a deeper text awareness as well as to gain a better understanding of the genres to which they enjoy reading. This is also a great way for all readers to read the type of book that interests them as a way to encourage reading, fluency and comprehension. By allowing students to pick their own books as well as giving them the time to read what interests them, the students will continue to become more fluent readers and comprehend more deeply.
References for this page:
https://www.google.com/search?q=Pair+reading&espv=2&biw=1160&bih=700&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMI6Pi6j7yJyAIVygiSCh2o5gtJ&dpr=0.9#imgrc=twrac3Fy8wLuCM%3A
http://literacylinks.civiced.org/search_results.php?aq=&&keyword=&&text=&&time_to_complete=&&material=strategy&&learning_objective=collaborate
Paired Reading. (2011, August 23). Retrieved September 21, 2015, from https://www.youtube.com/watch?v=j80MHkyIIFs
Cullinan, B. (2000, November 1). Independent Reading and School Achievement. Retrieved June 5, 2015, from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol3/SLMR_IndependentReading_V3.pdf
Independent Reading – The Foundation of Lifelong Reading. (2010, February 24). Retrieved June 5, 2015, from http://www.k12reader.com/independent-reading-the-foundation-of-lifelong-reading/
Oczkus, L. (2010, October 1). Literacy Survival Tips For New Teachers! Retrieved June 5, 2015, from http://www.reading.org/marketing/docs/mc-october-2010.pdf
Read About Best Practices in Independent Reading. (n.d.). Retrieved June 5, 2015, from http://www.benchmarkeducation.com/best-practices-library/independent-reading.html
The Effects of Independent Reading on Reading Achievement. (n.d.). Retrieved June 5, 2015, from http://www.eduplace.com/rdg/res/literacy/in_read1.html