The student follows along silently as an accomplished reader reads a passage aloud.
Then the student reads the passage aloud, receiving
 |
|
Jim's Hints for Using...
Listening Passage Preview |
Ask
Occasional Comprehension Questions. You can promote reading
comprehension by pausing periodically to ask the student comprehension questions about the story (e.g., who, what,
when, where, how) and to encourage the student to react to what you both have read (e.g., "Who is your favorite
character so far? Why?").
Preview a Text Multiple Times as a Rehearsal Technique. In certain
situations, you may wish to practice a particular text selection repeatedly with the student, using the listening
passage preview approach. For example, if the student is placed in a reading book that is quite difficult for him
or her to read independently, you might rehearse the next assigned story with the student several times so that
he or she can read the story more fluently during reading group. |
|
|
|
corrective feedback as needed.
Materials:
Preparation:
- The teacher, parent, adult tutor, or peer tutor working with the student should
be trained in advance to use the listening passage preview approach.
Steps in Implementing This Intervention:
Step 1: Sit with the student in a
quiet location without too many distractions. Position the book selected for the reading session so that both you
and the student can easily follow the text. (Or get two copies of the book so that you each have your own copy.)
Step 2: Say to the student, "Now we are going to read together. Each time, I will read first, while you follow
along silently in the book. Then you read the same part out loud."
Step 3: Read aloud from the book for
about 2 minutes while the student reads silently. If you are working with a younger or less-skilled reader, you
may want to track your progress across the page with your index finger to help the student to keep up with you.
Step 4: Stop reading and say to the student,
"Now it is your turn to read. If you come to a word that you do not
know, I will help you with it." Have the student read aloud. If the
student commits a reading error or hesitates for longer than 3-5 seconds, tell the student the correct word and
have the student continue reading.
Step 5: Repeat steps 3 and 4 until you
have finished the selected passage or story.
| |
 |
|
References
Rose, T.L., & Sherry, L. (1984). Relative effects of two previewing
procedures on LD adolescents' oral reading performance. Learning
Disabilities Quarterly, 7, 39-44.
Van Bon, W.H.J., Boksebeld, L.M., Font Freide, T.A.M., & Van den Hurk, J.M. (1991). A comparison of three methods
of reading-while-listening. Journal of Learning Disabilities, 24, 471-476.
| | www.interventioncentral.org |
View an Adobe Acrobat file of this page