Teachers can model this phrasing and or actually mark phrase boundaries using a pencil slash or lines to specify boundaries. Once students can locate their own chunks or phrase boundaries in text, their oral and silent reading efficiency improves. Repeated Reading Students practice reading one passage several times until they achieve a predetermined degree of fluency. The student echoes what and how the teacher read. Multiple readings at a similar level until a level of proficiency has been obtained.
Teacher reads along with the child at a slightly higher rate.
Student is encouraged to respond to print more fluently by following the teacher. Props are minimized but rehearsal, repeated reading, and interest are maximized. Skimming to locate specific information requiring students to distinguish relevant information from irrelevant information. It is an important strategy to use for previewing and reviewing material and for quickly locating information to verify or support a point of view. It calls on students to orally reread information gleaned from the text that provides an answer to a question or helps to prove a point.