School-Based Intervention Idea from


Reading Fluency: Listening, Reading, And Receiving Corrective Feedback  (Rose & Sherry, 1984; Van Bon, Boksebeld, Font Freide, & Van den Hurk, J.M., 1991)

The student ‘rehearses’ a text by first following along silently as a more accomplished reader (tutor) reads a passage aloud; then the student reads the same passage aloud while receiving corrective feedback as needed.

The student and tutor sit side-by-side at a table with a book between them. The tutor begins by reading aloud from the book for about 2 minutes while the student reads silently. If necessary, the tutor tracks his or her progress across the page with an index finger to help the student to keep up. At the end of the 2 minutes, the tutor stops reading and asks the student to read aloud. If the student commits a reading error or hesitates for longer than 3-5 seconds, the tutor tells the student the correct word and has the student continue reading. For each new passage, the tutor first reads the passage aloud before having the student read aloud.


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.

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