Repeated Reading with Question Generation
Goal:  To increase fluency for students who read with high accuracy, but struggle with comprehension

 

Objective:  To increase fluent reading and comprehension on passages for students in grade 3 and above who:

Read with high accuracy
Show benefit from repeated practice on the same passage
Demonstrate poor comprehension of passages read

 

Materials:  Narrative texts the student can read with at least 95% accuracy in 1-1.5 minutes, cue cards of questions, and timer

 

Sequence: 

Give the student a reading passage.  Explain that he/she will read the passage aloud several times with a goal of reading the passage at a pre-specified rate:
 

                        Grade 1 Passage:  40 WRC/Min                                  Grade 2 Passage:  94 WRC/Min

                        Grade 3 Passage:  114 WRC/Min                                Grade 4 Passage:  118 WRC/Min

                        Grade 5 Passage:  128 WRC/Min                                Grade 6 Passage:  135 WRC/Min
 

1.Teacher says, “read this story the best you can and as quickly as you can.  Pay attention to what you are reading as you will need to answer these questions (teacher points to cue card questions).”
2.Teacher presents the cue card of questions to the student and prompts the student to read the questions aloud prior to the first reading.

First Reading:  Student reads the passage aloud.

Teacher times the reading, recording the total number of seconds taken to complete the passage.  Teacher provides corrective feedback on all word errors.  This feedback is immediate if the student hesitates on a word for three seconds, or omits a word.  The feedback occurs after the end of the first reading for other errors such as substitutions.  In all cases, the standard correction procedure is used.  (“That word is ____.  What word?”  The student repeats the word.  Teacher says, “yes, that word is ____.”  Student goes back to the beginning of the sentence to begin again).  Teacher calculates the WRC/minute by multiplying the number of WRC times 60, and dividing that sum by the number of seconds taken to complete the passage.  (i.e. if a student read 130 WRC in 94 sections, they read 84 WRC/min ((130 x 60) / 94 = 84)).

Second through Fourth Readings:  Student reads passage at least two times, but no more than four times, stopping when WRC goal has been reached or after the 4th re-read, whichever comes first.  Procedures for these re-reads are the same as the first reading. 

Questions:  After the terminal passage reading, the teacher prompts the student to answer the cue card questions orally.

If the student responds incorrectly, a prompt to look for the information in the passage is given
If the student responds incorrectly again, the teacher points to the sentence where the answer can be found or inferred
If the student responds incorrectly again, the teacher provides the answer, and the teacher explicitly points out where the information is found in the text and the rationale needed to answer the question
1.Teacher asks at lease two factual or inferential comprehension questions specifically about the passage, and gets oral responses from the student.
2.Difficulty of texts used for subsequent sessions is adjusted using the following guidelines.  If the student is unable to reach the pre-established number of WRC required for the goal in four readings across three consecutive sessions, the reading material to be used in subsequent sessions is lowered by one grade level.  If, for three sessions in a row, the student is able to reach the pre-established number of WRC required for the goal in one reading, the reading material to be used in subsequent sessions is raised by one grade level.

 

Cue Card Questions: 

  • Who is the main character?
  • Where and when did the story take place?
  • What did the main character do?
  • How did the story end?
  • How did the main character feel?

  • Site Map