Choral Reading: Children read along with the teacher. They must apply word recognition skills while the teacher is reading. Slightly less supportive than echo reading.
Echo Reading: The teacher reads a portion of text and the students repeat the text. Text should be broken into sections that just surpass students' short term memory. This forces them to process each word as the teacher reads it and again when they have to read it.
Inferential Questions: Questions with answers that are not explicitly stated int he text. These questions promote a deeper understanding of text.
Partner Reading: Two students read together, while taking turns. As ones student reads, the other listens and lends word recognition support if needed. During partner reading they do not discuss the text.
Pop Corn Reading: When a teacher calls on students in a random order, prompting them to read out loud in front of the group, one by one. This is not recommended for this type of instruction.
Round Robin Reading: When students read portions of the text out loud, one by one, in order of how they are sitting. This is not recommended for this type of instruction.
Whisper Reading: The least supportive fluency activity. children reread a portion of text simultaneously, but not in unison. They read at their own pace quietly to themselves while the teacher monitors their reading.