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GEORGE LUCAS E D U C AT I O N A L F O U N D AT I O N
LITERACY
December 1, 2014
Round robin reading (RRR) has been a classroom staple for over 200 years
popcorn reading. RRR’s popularity endures despite the evidence that the practice is ineffective for its stated
purpose: enhancing fluency, word decoding, and comprehension. Cecile Somme makes a good point in
Popcorn Reading: The Need to Encourage Reflective Practice: “Popcorn reading is one of the sure-fire ways to
get kids who are already hesitant about reading to really hate reading.”
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In RRR, students read orally from a common text, one child after another, while the other students follow along
in their copies of the text. Several variations on the technique offer negligible advantages over RRR, if any.
Popcorn Reading: A student reads orally for a time, and then calls out “popcorn” before selecting another student in
class to read.
Combat Reading: A kid nominates a classmate to read in an attempt to catch the peer off task, explain Gwynne Ash
and Melanie Kuhn in their chapter in Fluency Instruction: Research-Based Best Practices (https://eric.ed.gov/?id=ED489464).
Popsicle Stick Reading: Student names are written on Popsicle sticks and placed in a can. The learner whose name is
Touch Go Reading: As described by Somme, the instructor taps a child when it’s his or her turn to read.
Of the 30-odd studies and articles I’ve consumed on the subject, only one graduate research paper claimed a
benefit to RRR or its variations, stating tepidly that perhaps RRR isn’t as awful as everyone says. Katherine
Hilden and Jennifer Jones’ criticism is unmitigated: “We know of no research evidence that supports the claim
(https://www.bloomfieldschools.org/uploaded/downloads/Instructional_Leadership/Sweeping_Round_Robin_Reading_Out_of_Your_Classroom.pdf)
Stigmatizes poor readers. Imagine the terror that English language learners and struggling readers face when made to
Weakens comprehension. Listening to a peer orally read too slowly, too fast, or too haltingly weakens learners’
Sabotages fluency and pronunciation. Struggling readers model poor fluency skills and pronunciation. When
To be clear, oral reading in other formats does improve students’ fluency, comprehension, and word
recognition, though silent or independent reading should occur far more frequently as students advance into
the later grades. Fortunately, other oral reading activities offer significant advantages over RRR and its
cousins. As you’ll see in the list below, many of them share similar features.
11 BETTER APPROACHES
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1. Choral Reading: The teacher and class read a passage aloud together, which minimizes struggling
232KB), David Paige found that 16 minutes of whole-class choral reading per week enhanced decoding and
fluency.
In a variation, every time the instructor omits a word during oral reading, students say the word all together.
2. Partner Reading: Two-person student teams alternate reading aloud, switching each time there’s a new
3. PALS: Peer-Assisted Learning Strategies (PALS) exercises pair strong and weak readers who take turns
4. Silent Reading: For added scaffolding, front-load silent individual reading with vocabulary instruction, a plot
“perhaps one of the most effective methods for improving student fluency and comprehension, as the teacher
is the expert in reading the text and models how a skilled reader reads using appropriate pacing and prosody
6. Echo Reading: Students echo back what the teacher reads, mimicking his or her pacing and inflections.
7. Shared Reading/Modeling: By reading aloud while students follow along in their own books, the instructor
8. The Crazy Professor Reading Game: Chris Biffle’s Crazy Professor Reading Game video
Play “crazy professor” and “eager student” in a hyped-up overview of the text.
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9. Buddy Reading: Kids practice orally reading a text in preparation for reading to an assigned buddy in an
earlier grade.
10. Timed Repeat Readings: This activity can aid fluency, according to literacy professors Katherine Hilden
(PDF, 271KB). After an instructor reads (with expression) a short text selection appropriate to students’
reading level (90–95 percent accuracy), learners read the passage silently, then again loudly, quickly, and
dynamically. Another kid graphs the times and errors so that children can track their growth.
11. FORI: With Fluency-Oriented Reading Instruction (FORI), primary students read the same section of a text
many times over the course of a week. Here are the steps:
1. The teacher reads aloud while students follow along in their books.
5. The text is taken home if more practice is required, and extension activities can be integrated during the week.
I hope that the activities described above—in addition to other well-regarded strategies, like reciprocal
classroom.
S H A R E T H I S STO RY
FILED UNDER
G E O R G E L U C A S E D U C AT I O N A L F O U N D AT I O N
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