35. Which of the following is the best description of repeated reading as an instructional strategy?
Answer: C
A student independently reads a passage aloud two to three times to demonstrate mastery.
Repeated reading as an instructional strategy involves a student reading a passage multiple times to achieve fluency and comprehension. This method emphasizes the importance of practice in mastering reading skills, making Option C the best description.
A) A student reads a passage aloud with corrections until he or she can read it fluently.
This option describes a process that incorporates corrections, which may be beneficial but does not capture the essence of repeated reading as an independent practice. Repeated reading focuses on the student's ability to read a text multiple times without ongoing corrections.
B) A teacher reads a passage aloud until the student feels comfortable enough to attempt it.
While this option emphasizes teacher support, it does not align with the concept of repeated reading as an independent activity. The strategy is centered on the student reading the text multiple times themselves, rather than relying on the teacher's initial reading.
C) A student independently reads a passage aloud two to three times to demonstrate mastery.
This option accurately defines the repeated reading strategy, highlighting the independent nature of the activity and the goal of achieving mastery through practice. It emphasizes the need for students to engage with the text multiple times, which is the core of this instructional approach.
D) A teacher reads a passage aloud one line at a time with the student repeating each line.
This approach is more aligned with choral or guided reading strategies rather than repeated reading. It involves the teacher's active role and does not focus on the student's independent repetition of the entire passage multiple times.
Conclusion
Option C is the most accurate representation of repeated reading as it emphasizes the student's independent practice in reading a passage multiple times for mastery. The other options either involve too much teacher intervention or do not focus on the repeated aspect central to this instructional strategy, thus failing to capture its true essence.