Hi!  Remediating reading fluency can be a very tricky thing.  As can be
raising a child's motivation.

The quick and dirty is:
The research indicates that there is a relationship between comprehension
and fluency, but it is a breakdown in comprehension that most likely causes
a breakdown in fluency NOT a lack of fluency causing a breakdown in
comprehension.  However, there are some children who struggle with fluency
even when comprehension and word reading is fully in tact.

Repeated readings (RR) is a very proven method in the research.  Along with
instruction, corrective feedback, and goal setting it has been shown to
raise WPM, WCPM, and prosody while reducing the number of errors.  Most of
the time, repeated readings included reading a passage for a minimum of 3
times.

*Instruction* in RR may include ideas such as *what does fluency sound
like?  * or teaching proper prosody based on punctuation and passage
content.  *Corrective feedback* does not necessarily have to happen at the
moment that that students make the error.  It can be done at the end of the
passage so as not to "break up" the passage.  And *goal setting* is
typically done by asking the student to beat their previous WCPM record for
that passage.

The tricky part of RR is transfer to new passages.  Once the students
become fluent in one passage after a number of RR, this skill does not
necessarily transfer to a new passage.  Many a times, the process needs to
be repeated with every passage the student touches.

I hope this was helpful!

Best

Esti

On Tue, Dec 18, 2012 at 9:25 AM, Julie G. Martin <jgmar...@redwing.k12.mn.us
> wrote:

>
> Has anyone had experiences using repeated readings to effect fluency on a
> struggling student at a 6th or 7th grade level?  If you have seen gains in
> the child's fluency rate, has there also been an increase in the child's
> motivation and willingness to read?
>
> Thanks,
>
> Julie
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