Betsy Saine

LANG 7905
IF/THEN 3

Intervention Strategy for: Fluency
IF
Student is having difficulty reading text with fluency.
THEN

Implement a paired reading strategy.
WHAT
Paired reading is a type of choral reading completed by two readers, with one reader being more proficient
than the other. The partnership is usually a teacher-child, parent-child, or tutor-child pair, although the
strategy can be effective if two peers are paired if there is some difference in reading proficiency. The
readers sit side-by-side and together read aloud a text of their choosing. The more proficient reader
provides scaffolding for their partner by reading with model fluency and pushing the students rate forward.
The less proficient readers are in control of the session because they are able to tap the desk or nudge an
elbow when they feel comfortable reading on their own. If they stumble, the proficient reader quickly
corrects them and jumps in to again support the reading. This process continues for about ten minutes and
should be repeated four to five days per week.

WHY
Many studies of paired reading have shown very positive results. Students gain fluency skills, which results
in improvement of their general reading abilities. This strategy provides students with expert support and
scaffolds their reading by providing a model for how their reading should sound. The strategy also appeals
to students because they choose the text they read and are in control of when they read independently and
when they require support.

HOW
*Complete a paired reading session at least five times per week, 10-20 minutes per session, for at least 6
weeks.*
1. Allow the student to choose the text to readit can be the book they are reading for fun, or a
school assignment.
2. Sit side-by-side in a comfortable, quiet place. The text should be easily viewed by both readers.
3. Quickly preview/review the text.
4. Begin reading out loud together. Adjust your intonation and rate to students level of proficiency.
Be sure to read with an expressive voice that is slightly faster than the student would normally
read on his or her own.
5. You should both follow the text with your finger as you both read.
6. If the student makes an error, pause to see if he or she self-corrects. If she doesnt, pronounce the
word and have the student repeat it, then continue reading together. You can come back to
errors and discuss them after you are done reading. If you do that now, it will interrupt the
fluency of the session.
7. Choose a non-verbal signal such as a tap on the table or nudge of the elbow that tells you she
would like to read on her own. When the signal is given, you should stop reading aloud. If the
student stumbles, provide support and start reading aloud with the student again.
8. If the student would like to read independently again later, she can give the signal and you can
repeat the process.
9. When you are finished with the session, discuss how the students reading behaviors are
improving and specifically praise the things she is doing well. Be sure to go over any difficult
portions of the text at this time and ask the student about his or her favorite part of the reading ti
discuss meaning.
10. Record the session on a record sheet and make notes about students reading behaviors.
(Rasinksis Paired Reading Record Sheet and Paired Reading Response Form are good resources
to keep track of these sessions).
Betsy Saine
LANG 7905
IF/THEN 3


ADAPT INSTRUCTION
For secondary students:
Once a student has completed the process a few times with a teacher, he could then implement
the process with a younger student. This would allow him to act as the expert reader and would
provide him with fluency practice and build his confidence in his identity as a reader.

For ELL students:
Teachers could scaffold this process by going over difficult words during a preview of the text so
ELL students can practice the words before they encounter them in the reading. This will
support their fluency as they will not stumble as often, and will also provide them with
confidence in their English reading skills.

CITATION
Allington, R.L. (2006). What really matters for struggling readers: Designing research-based programs.
(2
nd
edition). Boston: Pearson

Rasinski, T.V. (2010). The fluent reader. (2
nd
edition). New York: Scholastic.

Betsy Saine
LANG 7905
IF/THEN 3