Choral Reading
What is it and what does the research say?
"WCCR is a classroom strategy in which all students read aloud from the same text in unison with the teacher, who models accurate pronunciation, appropriate reading rate, and prosody (expression). At the end of the reading, the teacher provides corrective feedback to the class through explanation and modeling by reviewing problematic words and phrases, noting correct attention to prosodie markers, and encouraging the class to read with 'one voice'"(Paige, 2011).
"Choral reading, which conveys meaning through sound, is an enjoyable but frequently overlooked technique for teaching prosody and for improving oral reading fluency" (Miccinati, 1985). "...mistakes will be made, but the poetry learned in this creative atmo-sphere will remain with students a long time after those poems which are some-times dissected objectively in a stuffy classroom are forgotten" (Stassen, 1969). "...choral reading is offered as one means of lending variety to a course in literature, of improving the reading and speaking abilities of students, of giving them a cooperative learning experience, and of providing satisfaction and pleasure in the experience of poetry" (Pallar, 1965). |
Examples of Choral Reading and Possible Uses
Choral reading is best used in larger classroom environments and at younger ages. A passage is selected and the teacher typically will lead by speaking a phrase or two. The class then recites what was just said, reading it at the same time. This helps develop a student's fluency with the language, learning how to pause and do so smoothly. A new text filled with common vocabulary would be best. Suggested choral reading material is provided below. Poems, or wacky passages serve as great material for students. They can be fun and thought provoking, while being a good challenge of their fluency.
Video Examples of Choral Reading
Two examples of choral reading can be seen below. Both show similar methods to this strategy. Pay close attention to how the teacher reads first and the students along with the teacher, echo but in sync. It is mentioned by the teacher that students listen carefully to how the teacher's voice changes, and to mimic that when they all go and read together.
As demonstrated here, this can work for small and large groups. The benefit to small groups is that you as the teacher can better pick out those students whoa re struggling.
As demonstrated here, this can work for small and large groups. The benefit to small groups is that you as the teacher can better pick out those students whoa re struggling.
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Online Resources for Choral Reading
http://www.readingrockets.org/strategies/choral_reading
A website containing a brief description of the technique as well as resources for practical application in the classroom.
http://bcssdrama.weebly.com/choral-reading.html
A website containing tips, strategies and samples for Choral Reading.
http://www.readwritethink.org/professional-development/strategy-guides/choral-reading-30704.html
Choral reading strategy guide
http://myweb.stedwards.edu/mikekb/ReadStrong/choralreading.html
Tips and strategies for implementation of Choral reading in the classroom with visual aides.
http://www.teacherneedhelp.com/choralreading/
Choral reading selections for schools
A website containing a brief description of the technique as well as resources for practical application in the classroom.
http://bcssdrama.weebly.com/choral-reading.html
A website containing tips, strategies and samples for Choral Reading.
http://www.readwritethink.org/professional-development/strategy-guides/choral-reading-30704.html
Choral reading strategy guide
http://myweb.stedwards.edu/mikekb/ReadStrong/choralreading.html
Tips and strategies for implementation of Choral reading in the classroom with visual aides.
http://www.teacherneedhelp.com/choralreading/
Choral reading selections for schools
References
Hasbrouck, J. (2006). Drop Everything and Read – But How? For Students Who Are Not Yet Fluent, Silent, Reading is Not the Best Use of Classroom Time. American Educator, 30(2)
Paige, D.D. (2011). "That Sounded Good!": Using Whole-Class Choral Reading to Improve Fluency. The Reading Teacher, 64(6), 435-438
Paller, R. (1965). Choral Reading in Junior High School. The English Journal, 54(2), 121-123
Miccinati, J.L. (1985). Using Prosodic Cues to Teach Oral Reading Fluency. The Reading Teacher, 39(2), 206-212
Stassen, M.E. (1969). Choral Reading and the English Teacher. The English Journal, 58(3), 436-439
Paige, D.D. (2011). "That Sounded Good!": Using Whole-Class Choral Reading to Improve Fluency. The Reading Teacher, 64(6), 435-438
Paller, R. (1965). Choral Reading in Junior High School. The English Journal, 54(2), 121-123
Miccinati, J.L. (1985). Using Prosodic Cues to Teach Oral Reading Fluency. The Reading Teacher, 39(2), 206-212
Stassen, M.E. (1969). Choral Reading and the English Teacher. The English Journal, 58(3), 436-439