Repeated Guided Oral Reading & Science of Reading

Posted by Playbooks Publishing on

Repeated Guided Oral Reading is considered to be a part of the Science of Reading. There is an abundance of research supporting that Repeated Guided Oral Reading improves reading fluency and comprehension, especially when it includes reading role models. Most traditional texts cannot hold students’ attention for up to four separate readings. However, research shows that four repeated readings are sufficient to improve reading fluency. Reader’s Theater truly engages students and is a popular, approved form of Repeated Guided Oral Reading.

The Science of Reading emphasizes the importance of building strong foundational reading skills, such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. Repeated Guided Oral Reading is a specific instructional strategy that can be used to promote fluency and comprehension skills in students by providing them with opportunities to practice reading aloud with support and feedback from a teacher or other adult.

Repeated Guided Oral Reading involves having students read a text multiple times, with guidance and support from a teacher or other adult, in order to improve their fluency and comprehension skills. The text is typically at an appropriate level of difficulty for the student, and the teacher may provide support by modeling fluent reading, prompting the student when they encounter difficult words, and asking questions to check comprehension.

Research has shown that Repeated Guided Oral Reading can be an effective instructional strategy for promoting reading fluency and comprehension skills in students, particularly for struggling readers. By providing students with repeated opportunities to practice reading with support and feedback, this approach can help to build their confidence and competence as readers, leading to improved reading outcomes.

Therefore, Repeated Guided Oral Reading is an important component of the Science of Reading and can be a useful tool in promoting literacy development in students.

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