Repeated reading involves students re-reading a short passage multiple times to increase fluency. Empirical evidence shows repeated reading improves reading rates and accuracy for elementary students with difficulties. The process involves a student reading a 100-200 word passage under a teacher's guidance up to 4 times, or until reaching a rate of 85-100 words per minute, with errors corrected. Writing workshop provides time for students to engage in the writing process, including selecting topics, prewriting, drafting, conferencing, and sharing final works. It is considered best practice for emergent writers in primary grades.

2.  Repeated Reading
 Writing Workshop

3.  A means of enhancing fluency.
 Based on the idea that as students repeatedly read
text, they become fluent and confident in their
reading.
 Students have the opportunity to practice identifying
unknown words while relying on their memory of the
language flow to assist them.
 Consists of rereading short meaningful passages
several times until a satisfactory level of fluency is
reached.

4.  Repeated Reading is an empirically based practice
that has improved the rate of reading in elementary
students with reading difficulties.
 Effective because it gives the student lots of reading
practice.
 Empirical evidence suggests that repeated reading
procedure positively affects reading rate and word
recognition accuracy from the first to the last
reading of the same passage.
 There is evidence the fluency gains within passages
also carry over to new passages.

5.  Student reads a
passage, repeatedly, silently or aloud, and
receives help with reading errors.
 Teacher sits with the student in a quiet
location without too many distractions.
Position the book selected for the reading
session so that both you and the student
can easily follow the text.
 Select a passage in the book about 100 to
200 words in length.

6.  Have the student read the passage through either silently
or aloud.
 If the student is reading aloud and misreads a word or
hesitates for longer than 5 seconds, read the word aloud
and have the student repeat the word correctly before
continuing through the passage. If the student asks for
help with any word, read the word aloud. If the student
requests a definition, give the definition.
 When the student completes the passage have the
student read passage again.
 Read the passage repeatedly a total of four times or until
the student reads the passage at the rate of least 85 to
100 words per minute.

7.  Students
› Select topics
› Engage in prewriting activities
› Begin writing final drafts
 Focus is to provide students time and opportunities to
use the writing process to create written text.
 Main components include:
› Writing
› Conferencing
› Sharing

8.  The most popular approach to writing instruction in
the primary grades.
 Reported to be the best instructional method to
implement the writing process for emergent writers.
 The writing process approach is validated by the
International Reading Association and the National
Council of Teachers of English.
 Mandated as the standard writing instructional
approach in many states.

9.  Each student writes on a self-selected topic, negotiating the text with a
focus on sharing personal experiences in a meaningful way.
 Students assume ownership of their writing and work at their own pace.
 Students are often encouraged to use invented spellings. Mistakes are
not corrected, but share as an indicator of student knowledge and
progress.
 Created text is shared with the teacher and other students through:
› Conferencing
› Publishing
› Sharing times
 May include short teacher-directed mini lessons about:
› Writing procedures
› Writers craft
› Writing strategies

10.  Vaughn, S. & Bos, C. (2012). Strategies for Teaching Students with Learning and
Behavioral Problems (8th ed.). Upper Saddle River, NJ: Pearson Education Inc.
 Jones, C.D., Reutzel, D. R., & Fargo, J. D. (2010).Comparing Two Methods of Writing
Instruction: Effects on Kindergarten Students' Reading Skills. Journal of Educational
Research. 103(5) 327-341
 Dowhower, S.L. (1987). Effects of repeated reading on second-grade transitional
readers' fluency and comprehension. Reading Research Quarterly, 22, 389-406.
 Herman, P.A. (1985). The effects of repeated readings on reading rate, speech pauses,
and word recognition accuracy. Reading Research Quarterly, 20, 553-565
 Rashotte, C.A. & Torgesen, J.K. (1985). Repeated reading and reading fluency in
learning disabled children. Reading Research Quarterly, 20, 180-188.
 Rasinski, T.V. (1990). Effects of repeated reading and listening-while-reading on reading
fluency. Journal of Educational Research, 83(3), 147-150.