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Reading Effortlessly and With Expression = Reading Success

Materials: Fun short text with rhythm like poems at Independent Level

Parents and teachers: Help your children/students become fluent readers by:

1. Provide them with models of fluent reading. Find someone to read to children if you are not a fluent reader. Allowing the voice to fall and rise (vary the pitch) enthusiastically at appropriate times during the reading exercise would be the perfect way to model reading. For example, the reader should allow their voice to rise at the end if the question is read. For example, “Is that enough?” it should read as if the reader were asking someone the question in person. The voice will rise on the last word because it is a question after all.

2. Ask children/students to read passages repeatedly as you provide guidance. They should practice reading passages until they can read them as the model did, assuming the model is an adequate reader. Do not allow someone to model reading unless that person is an efficient reader. A child’s interest in learning to read can be hindered by an inadequate reader.

3. Fluent reading model. Ask the children to reread the text after the text has been modelled. In this way, students engage in repeated reading. Usually, rereading a text four times is enough to improve fluency. Text with rhythm and/or poems is a good option for this activity. It is the actual time students are actively engaged in reading that produces reading gains. Use a text that is interesting to the child and contains between 100 and 200 words.

By listening to appropriate models of fluent reading, students learn how a reader’s voice can make written text meaningful. I cannot stress enough the importance of daily reading aloud to children/students. By reading effortlessly and expressively, you are modeling and teaching what a fluent reader sounds like while reading.

Ask the children to reread the text after the text has been modelled. In this way, students engage in repeated reading. Usually, rereading a text four times is enough to improve fluency. It is the actual time students are actively engaged in reading that produces reading gains.

Encourage parents or other family members to read aloud to their children at home. As children/students listen to various models of fluent readers, they are exposed to many ways a reader can sound. You will soon see that some sound more interesting than others or that some make the text come to life more than others. A reader that comes to life and holds children’s attention is generally what the child would like to sound like when spending time reading.

In addition, students improve their fluency by combining reading instruction with opportunities to read books that are at their independent reading ability level. Books that are at a child’s independent level will require minimal parent/teacher assistance. (see the three levels of text readability below)

Readability levels

Independent level text: This type of text is easy to read with about 1 in 20 words difficult for the reader (95% success rate)

Instructional level text: This type of text is difficult to read but manageable with about 1 in 10 words difficult for the reader (90% success rate)

Frustration-level text: This type of text is too difficult to read with more than 1 in 10 words difficult for the reader (less than 90% success)

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