Model Reading

• One important way to teach reading fluency is by modeling reading behavior. The teacher, a tutor or even a student from a higher grade reads a passage or story aloud to the class, or to the individual student. In this way the teacher can demonstrate what fluent reading sounds like, and what to emphasize in a passage. She can also expose the student to a wide range of reading material, having different writing styles and different genres.
  
  

Repeated Reading

• Repeated reading is a strategy that requires students to read a passage several times, until they can read it effortlessly and expressively. This method is most helpful with students who already have adequate word recognition skills, but continue to read slowly. The teacher should start off with short passages, of 50 to 100 words, and should keep track of the student’s progress by graphing how quickly she reads the passage with each repeated reading.
  
  

Sustained Silent Reading

• Sustained silent reading involves having all the students in a classroom read a book of their own choosing silently. Students should not be graded or required to report on what they read during this period, but it is important that they discuss the story with other students. It is essential that students read what they want, including the teacher, and that the period of reading is not interrupted by other activities.
  
  

Scripts

• Another method is to have the students read aloud a scripted play. Provide each student with a copy of the script, and read it aloud to them. Then have the students practice reading the script, separately and as a group. When they can read the script fluently, choose students to read the parts out to the classroom. This method encourages the students to read expressively.
  
  

Choral

• Choral or concert readings require the teacher to read with a student 10 to 15 minutes daily. The teacher or tutor points to the words as she reads them, and encourages the student to keep his eyes on the words as they read them aloud together. Because the student spends less time decoding, he can focus more on the flow of the words and the intonation.