Nora -- I would have kids work mostly at their instructional level. But would also from time to time have them try more challenging materials. Since Steve Stahl has been mentioned so often, his work on repeated readings found that students made more progress when doing repeated readings on materials that approached and were at their frustration levels. We chatted about this several times, and I think we came to realize that the reason students could handle frustration level material was that the material was not terribly long and that they had a chance to practice it.
I know for myself, if I were asked to read a really difficult piece without an opportunity to practice I would have trouble with it. But, give me the opportunity to rehearse and I should be able to read it fluently and meaningfully. So, that's my take on your query. Best regards, Timothy Rasinski, Ph.D. Reading and Writing Center 404 White Hall Kent State University Kent, OH 44242 email: [EMAIL PROTECTED] Phone: 330-672-0649 Cell: 330-962-6251 Fax: 330-672-2025 Informational website: www.timrasinski.com Professional Development DVD: http://www.roadtocomprehension.com/ -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Nora Lichtenstein Sent: Monday, July 09, 2007 6:57 PM To: [email protected] Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim Tim, I also attended the Columbia Teacher's College Summer Reading Institute. Kylene Beers gave a mini-session on fluency and supported what you say about repeated reading. I plan on doing this with my Basic Skills middle school students in the fall but need to know whether students should be doing the the repeated reading with passages that are on their independent reading level. Thanks for clarifying this. Also, thanks for contributing to this discussion list. We are very lucky to have your input. Nora --- Original Message ---- From: [EMAIL PROTECTED] To: [email protected] Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim Sent: Monday, July 09, 2007 6:16:51 PM EDT Actually you can find the phrases in either my book The Fluent Reader, or free at my website www.timrasinski.com They are based on Fry's instant word list and are a great way to practice phrasing and high frequency words at the same time Timothy Rasinski 404 White Hall Kent State University Kent, OH 44242 330-672-0649 Cell -- 330-962-6251 FAX 330-672-2025 [EMAIL PROTECTED] informational website: www.timrasinski.com professional development DVD: http://www.roadtocomprehension.com/ <https://exchange.kent.edu/exchweb/bin/redir.asp?URL=http://www.roadtoco mpr ehension.com/> ________________________________ From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Mon 7/9/2007 5:55 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim Tim - I just spent a week at Columbia's Teachers College in Reading Workshop, and in my morning session we were working on strategies for, among other things, fluency. Someone working in my small group mentioned that you had a text in which you provide phrases for children to read to support increasing their fluency. Would you please identify which of your texts includes these phrases? Thank you. Linda -------------- Original message -------------- From: "RASINSKI, TIMOTHY" <[EMAIL PROTECTED]> > Elisa: It very likely is slow and halting during silent reading -- > readers who read in a slow an labored way orally, tend to read in a > very similar way when reading silently. The relationship between oral > and silent reading is very strong. That is why we use oral reading as > a way to assess overall reading -- including silent reading. > > Timothy Rasinski, Ph.D. > Reading and Writing Center > 404 White Hall > Kent State University > Kent, OH 44242 > > email: [EMAIL PROTECTED] > Phone: 330-672-0649 > Cell: 330-962-6251 > Fax: 330-672-2025 > Informational website: www.timrasinski.com > Professional Development DVD: http://www.roadtocomprehension.com/ > > > -----Original Message----- > From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] On Behalf Of Waingort > Jimenez, Elisa > Sent: Sunday, July 08, 2007 11:55 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim > > Except it may not be slow and halting when they read silently. > Just a thought. > Elisa Waingort > Calgary, Canada > > Are we really doing children a favor and ignoring their slow, halting, > labored reading in the primary grades because they seem to be > understanding what they read? Just thinking out loud here. > > Timothy Rasinski > 404 White Hall > Kent State University > Kent, OH 44242 > 330-672-0649 > Cell -- 330-962-6251 > FAX 330-672-2025 > [EMAIL PROTECTED] > informational website: www.timrasinski.com > professional development DVD: http://www.roadtocomprehension.com/ > > mprehension.com/> > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
