
One way to build a more equitable and just society is to help students master the foundational skills that beget fluent reading. Once fluent, students are able to access all types of text, especially ones of personal interest. In turn, fluency and text choice motivate older readers, leading to greater reading volume and comprehension of increasingly complex text.
Fluency is made up of rate, accuracy, and prosody. When children exhibit appropriate amounts of all three, we can say they are fluently reading. Here’s another definition: Fluency is reading the words of a text accurately, at a reasonable pace, and with expression and phrasing that sounds like talking.
One effective and practical way to help students build fluency is repeated reading: reading the same piece of text multiple times with guidance from the teacher. Repeated reading gives less skilled readers multiple opportunities to hear a model of fluent reading and then practice their own reading in ways that minimize errors. Additionally, it supports students who feel shy or nervous about reading.
Since the late 70s, repeated reading has been shown to be especially helpful to children who struggle to read. But according to researchers like Dr. Sally Shaywitz, it is an underutilized classroom practice. So consider increasing the amount you do, especially with students who are at risk of developing reading difficulties.
The activity of repeated reading comes in many forms. Here are some ideas I particularly like that can help get you started.
I Read, We Read, You Read
In this routine, you first provide the model, reading at a modest rate of speed and with prosody. Next, read the text and have your students read along. This is choral reading. The students’ goal is to match your reading accuracy, rate, and prosody. If your students are still inaccurate and/or are not using enough phrasing and inflection (prosody), do another round of choral reading. End with echo reading, whereby the students read the text together but on their own, in effect echoing it back to you. When they finish, provide feedback on what they did well and what they still need to focus on.
Pick the amount of text carefully. In kindergarten and early first grade, one sentence might be enough. For older students, consider student ability and text demands. If they need lots of support and the text is more complex, use one or two sentences. If sentences are shorter and easier to decode, use three or four sentences for echoing. Otherwise, students with good short term memory will simply “parrot back” a sentence without ever reading it.
Phones, Brushes, and Walls
During small group time (guided reading or skill work), whisper phones provide a way for young students to read text one more time. Students quietly read as they hold their phone (nothing more than a curved hollow tube) to their mouth and ear, just like an old timey hand receiver. Remember those? You can buy “Hear Myself” and “Read to Self” phones from your favorite teacher supply store — or you can make your own inexpensive phones. All you need is PVC tubing and elbows, plus a hacksaw for cutting the tube into kid-sized lengths.
Another engaging activity is paintbrush reading. Fluent reading unfolds smoothly, with colorful expression and in broad brushstrokes of phrasing. To emphasize this, put out a container of small paintbrushes. After picking a brush, students re-read a passage or poem, pulling their brush below each sentence. Paintbrush reading is a kinesthetic trick that keeps kids engaged as they re-read. To encourage reading in smooth phrases say, “Read like a painter, not…like…a…pointer!”
Finally, read to the wall demands no special tools. After I Read, We Read, You Read and a bit of paintbrush reading, send students with their text out to find an empty classroom wall space. Facing the wall, they independently read their assigned sentences for one minute. The wall provides a private area free of distraction and a reflective acoustic surface. Now readers can focus and easily hear themselves read. Plus, they get to stretch, move, and be in a new area. Variety is the spice of life!
“Crazy Professor” reading
We’re all familiar with Reader’s Theater. But what about the Crazy Professor? This activity comes from the team who originated Whole Brain Teaching, and centers on harnessing physical activity, repetition, and wackiness to engage students. To make repeated reading fun, teacher Chris Rekstad encourages kids to become a Crazy Professor. First, they read and re-read their text with “hilarious enthusiasm.” Next, they read it again with hand movements that mirror the words. Then, they re-read again, this time coupling enthusiasm and hand movements.
(There’s a YouTube video of Rekstad and his class in action that shows the Crazy Professor activity, after a brief commentary on the state of reading in America and. If you want to go right to the activity, skip ahead to minute 1:40.)
The goal of repeated reading is to build the neural correlates of words through modeling, repetition, feedback, instant error correction, and distributed practice. When you have a variety of ways to do repeated reading, everyone is more likely to enjoy the week. So mix it up, have fun, and read, read, read!
Sources / For Further Reading
- Bogaerds-Hazenberg, S.T.M., Evers-Vermeul, J., & van den Bergh, H. (2021). A Meta-Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades. Reading Research Quarterly, 56(3), 415– 434. https://doi.org/10.1002/rrq.311
- Allington, R. (2014). How Reading Volume Affects both Reading Fluency and Reading Achievement. International Electronic Journal of Elementary Education. 7(1), 13-26.
- Lee, J., & Yoon, S. Y. (2017). The effects of repeated reading on reading fluency for students with reading disabilities. Journal of Learning Disabilities, 50, 213-224. doi: 10.1177/0022219415605194
- Shawitz, S. & Shaywitz, J. (2020). Overcoming Dyslexia: Second Edition, Completely Revised and Updated Revised. Knopf.
- https://www.readingrockets.org/blogs/shanahan-literacy/everything-you-wanted-know-about-repeated-reading (2020) Retrieved 4/4/2020
- https://wholebrainteaching.com
What documents are required for visa application in India? / August 14, 2025
I got a lot of useful tips from reading here to improve fluency and reading skills. Different fun ways of repeated reading have been described in the article like “I Read, We Read, You Read”, paintbrush reading and Crazy Professor activity. The ideas are simple and engaging and will help the students to read confidently and effectively. Perhaps a few more step-by-step images or short examples should be added in the website so that it becomes easier for the beginners. Overall, it is a very informative and practical content which is helpful for both teachers and parents.
/
Transit visa for Ethiopia / August 14, 2025
Hello! Repeated reading is a fantastic way to help students develop fluency in reading. By revisiting the same text multiple times, learners can improve their accuracy, pacing, and expression. It’s especially helpful for struggling readers as it reduces errors and boosts confidence. The approach has been supported by experts like Dr. Sally Shaywitz, yet it’s still underused in classrooms. Let’s make reading more enjoyable and effective through this simple, yet powerful practice!
/
ssfsfsd / August 14, 2025
assdss
/
Georgia e visa processing time / August 14, 2025
This blog explains how repeated reading can help students become more fluent readers. By reading the same text several times with teacher guidance, children build accuracy, pace, and expression. This method is especially useful for students who struggle or feel anxious about reading. It gives them a clear model to follow and boosts their confidence. The approach “I Read, We Read, You Read” allows students to hear fluent reading first, then practice together, and finally read on their own with growing skill and comfort.
/
Why Bahamian Citizens Need a Morocco eVisa / August 13, 2025
This post offers practical strategies to enhance reading fluency, especially for students who may struggle with reading. The emphasis on repeated reading is particularly valuable, as it provides students with multiple opportunities to hear fluent reading models and practice their own skills. Incorporating routines like “I Read, We Read, You Read” can help students improve their accuracy, rate, and expression. It’s encouraging to see strategies that support shy or nervous readers, fostering a more inclusive and confident learning environment. Thank you for sharing these effective approaches.
/
Djibouti Visa Fee / August 12, 2025
The idea of using engaging ways to build fluency is so important. It’s always tough to learn new skills, especially reading or speaking, but making it enjoyable can really make a difference. This article suggests ways that keep the process light while still helping you improve. Using different activities instead of just memorizing can help learners feel more motivated. It’s nice to see these creative tips out there, things like this make the learning experience more exciting and less stressful. I feel like this is the kind of advice anyone can use to improve their skills. Would love to try some of these tips out.
/
How do I apply for a visa to go to the Philippines? / August 12, 2025
Three interesting and successful methods for increasing literacy fluency are covered in the blog. It was written by Mark Weakland and emphasizes useful strategies for improving students’ fluency through interesting exercises and activities. The article’s main goal is to help students improve their reading fluency by fostering an enjoyable and engaging learning environment. It provides insightful information for teachers who want to enhance their instruction, guarantee that students successfully acquire fluency, and create a fun learning environment.
/
binance anm"alan / June 15, 2025
Can you be more specific about the content of your article? After reading it, I still have some doubts. Hope you can help me.
/
binance Registrera / May 28, 2025
Thanks for sharing. I read many of your blog posts, cool, your blog is very good.
/