Difficulty: Easy

Average Score: 100%

Which of the following is the best description of repeated reading as an instructional strategy?

Rationale

A student independently reads a passage aloud two to three times to demonstrate mastery.

Repeated reading as an instructional strategy emphasizes students reading the same text multiple times to enhance fluency and comprehension. This approach allows students to build confidence and improve their reading skills through practice and familiarity with the text.

A (A student reads a passage aloud with corrections until he or she can read it fluently.) YOUR ANSWER

This choice describes a process that includes corrections and guidance, which is more aligned with a one-on-one instructional method rather than independent practice. While it addresses fluency, it does not capture the essence of repeated reading as an independent activity focused on self-mastery.

B (A teacher reads a passage aloud until the student feels comfortable enough to attempt it.) YOUR ANSWER

This option emphasizes the teacher’s role in modeling reading for the student, but it does not reflect the independent practice aspect of repeated reading. The goal of repeated reading is for students to practice reading on their own to achieve fluency, rather than relying on the teacher's demonstration.

D (A teacher reads a passage aloud one line at a time with the student repeating each line.) YOUR ANSWER

This description illustrates a form of guided practice known as choral reading or echo reading, where the teacher provides direct support. Although it can improve fluency, it does not align with the independent reading focus that is central to the repeated reading strategy.

Conclusion

Repeated reading as an instructional strategy is best characterized by a student's independent rereading of a text several times to demonstrate mastery and improve fluency. This method fosters self-confidence and autonomy in reading, enabling students to become more proficient readers through personal practice rather than relying heavily on teacher intervention or support.

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