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STRATEGY FOCUS

PARALLEL READING

PURPOSE

Parallel Reading is a strategy used during reading to model and reinforce the development of fluency and promotes decoding confidence, particularly with struggling readers. Parallel Reading is a form of Paired Choral Reading performed by two readers, one more proficient than the other. Pairs may include: teacher and student, parent and student, volunteer and student, or an older student with a younger student. Pairs are referred to as mentor and student in the process description.

Adolescent Literacy Model- Parallel and Choral Reading Strategies

PROCESS

    1. Choose a passage/text that works well for the purpose (i.e., relevant to the content and at an appropriate reading level).
    2. Provide a copy of the text so mentor and student can follow along.
    3. The mentor and student sit positioned side by side and review the process for reading (see steps 4-6).
    4. The mentor and student read aloud slowly and clearly in unison. Below are come considerations:
        • The student at some point may choose to read independently. If so, the student signals the mentor (an appropriate signal is determined prior to reading). At this time the student proceeds independently while the mentor follows along.
        • When the student desires the mentor to join back in, the student signals the mentor.
        • If the student hesitates at a word, the mentor waits 4-5 seconds, correctly pronounces the word, and asks the student to repeat the word correctly. At this point, the mentor and student begin reading again in unison.
        • If the student skips or misreads a word, the mentor models reading the word in context correctly. The student then rereads the passage with corrections. If necessary, the mentor may read the passage first in unison
          with the student, and then allow the student to read alone.
    1. The mentor and student continue to read, alternating between choral and independent reading as determined by the student’s needs.
    2. After reading, the mentor and student reflect together on the student’s reading and the text. The mentor provides feedback regarding the student’s reading.

    PROBING  QUESTIONS

      • What did you notice about yourself as a reader when we read together?
      • What did you notice about yourself as a reader when you read alone?
      • What do you like best about parallel reading?
      • How does reading the text together help you?

      CONSIDERATIONS

        • Provide time for mentor and student to familiarize themselves with one another.
        • Make sure mentors are mindful of and sensitive to students with special needs, multilingual learners, students who struggle with reading, and/or students who are shy or lack confidence.
        • Model the procedure with a partner (another adult or student) before implementing the strategy to ensure students  understand what Parallel Reading looks and sounds like.
        • Leverage the use of technology to provide students with models of hearing a fluent reader. Record yourself (or another fluent reader) reading the text so students can re-listen and practice on their own. Or, have students record themselves reading and listen to it.
        • Provide guidance and prompts to help students give feedback to their partner:
            • Compliment strengths (e.g., “That flowed well,” “That sounded just like you talk,” etc.)
            • Point out areas for growth (e.g., “Could you go back and reread that word/sentence/section?”, “Can you make your voice match the feeling?”)

         

        SCAFFOLDS

        General Scaffolds

        • Before trying this strategy, be mindful of the culture of your classroom and sensitive to the varied needs of your students.
        • Chunk the text to make it more accessible for students (e.g., number paragraphs, add write space for student responses and annotation, etc.)
        • Model this strategy with a partner (another teacher or student) so students understand what it looks like/sounds like.
        • Rereading familiar texts helps students focus on building their fluency.
        • Reading and reciting songs, poems, or nursery rhymes is a low-stress and fun way to practice the strategy.
        • Bold key vocabulary words and front load potentially difficult vocabulary.
        • Provide guidance and prompts to help students give feedback to their partners.
        • Direct feedback to the whole class, not individual students, since the strategy involves the whole class.

        Scaffolds for Multilingual Learners

        Entering/Emerging:

        • Chunk the text to make it more accessible for students (e.g., number paragraphs, add white space for student responses and annotation, etc.).
        • Use ALM’s Interactive Read Aloud–Think Aloud strategy to model fluency.
        • Play audio recordings of text while students follow along.
        • Have students reread familiar text.
        • Bold vocabulary words.
        • Allow students to access and use vocabulary resources and tools, such as anchor charts, word walls, word banks, and personal dictionaries.

        Developing/Expanding:

        • Have students practice fluency by recording themselves reading
        • Bold vocabulary words.
        • Allow students to access and use vocabulary resources and tools, such as anchor charts, word walls, word banks, and personal dictionaries.

        Bridging/Reaching:

        • Have students practice fluency by recording themselves reading
        • Bold vocabulary words.
        • Allow students to access and use vocabulary resources and tools, such as anchor charts, word walls, word banks, and personal dictionaries.