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The Reading Strategies Book 2.0
The Reading Strategies Book 2.0
The resource provides practical, research-based reading strategies teachers can use to support comprehension, fluency, vocabulary, engagement, and responding to text. Strategies can be selected based on student needs and used during whole-group, small-group, or individual instruction.
Close Reading
Close Reading
Shared Reading
Shared Reading
Partner Reading
Partner Reading
Partner Reading with Whisper Phones – Students read familiar books to a partner while self-monitoring fluency.
Main Instructional Focus:
Rate
Prosody
Type of Assistance:
Peer
Teacher / More Capable Reader
Read Aloud
Read Aloud
Echo Reading
Echo Reading
In echo reading, a teacher or more-capable reader reads aloud a section of a text (e.g., a sentence, a paragraph, or a page) and students repeat the text section aloud as they point to the words they are reading.
Main Instructional Focus:
Accuracy
Prosody
Type of Assistance:
Teacher / More Capable Reader
Choral Reading
Choral Reading
Choral reading actively involves students as they read aloud in unison, as a whole class or small group, along with a teacher or more-capable reader. It can be used instead of traditional round-robin reading.
Main Instructional Focus:
Accuracy
Prosody
Type of Assistance:
Peer
Teacher / More Capable Reader
Repeated Reading
Repeated Reading
Repeated reading is an evidence-based instructional strategy where a student reads the same short passage (typically 50 to 200 words) aloud multiple times—usually 3 to 4 times—with guidance and feedback from a teacher, tutor, or peer
Fluent Phrasing or Phrase-Cued Reading
Fluent Phrasing or Phrase-Cued Reading
In this method, phrase boundaries are marked in a text. Then the teacher provides instruction and modeling on how to read the text by appropriately chunking groups of words into phrases or meaningful units.
Main Instructional Focus:
Prosody
Type of Assistance:
Teacher / More Capable Reader
None
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