Learning reflection
The Repeated Reading (RR) to teach reading fluency in English as a Foreigner Language classrooms in colleges and university in Japan. RR is a method where the student reads and rereads a text silently or aloud from two to four times to reach a predetermined level of speed, accuracy, and comprehension. There are a variety of simple-to-implement techniques for using RR in the L2contex that require little preparation on the teacher’s part, including (1) Oral Repeated Reading, (2) Paired Repeated Reading, and (3) Reader’s Theater.
Oral Repeated Reading consist of four steps:
1. Begin with a compelling poem or story.
2. Break the text into chunks.
3. Model the reading of chunks.
4. Practice reading of the text to build proficiency.
Paired Repeated Reading consist of three steps:
1. Teach the role of the reader.
2. Teach the role of the listener.
3. Combine reading, listening, and assessment.
Reader’s theater classroom suggestion: All the world’s a stage
Session 1: Model fluent and expressive reading by reading aloud from thee script or the story on which your script is based.
Session 2: Divide students into groups and hand out scripts.
Session 3: The same at the session 2; however, toward the end of the session, have students divide up the part.
Session 4: Students read and rehearse their parts together with their group members.
Session 5: Each group performs the reading for the class or possibly in front of audience.
The three techniques presented in this article are designed to help learners achieve reading fluency and have just as much value in the L2 classroom as in the L1 classroom. As L2 learners read aloud and convey the messege of the text to sympathetic and interested listeners, they strengthen their skills and self-confidence. Most importantly, RR activities encourage L2 learners to enjoy reading and practice the skill more frequently, which is critical to the development of advanced proficiency.
English Teaching Forum: volume 49 Number 3 2011
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