One way to help students is to physically take a text and mark the phrase boundaries for students. Certainly punctuation such as periods and commas provide some indication of where sentence or phrase units end, however there are many places where phrase boundaries are unmarked. One of the problems with a focus on phrasing is that, in many cases, phrase boundaries are not physically marked in the texts our students read. Making phrase boundaries visible-The Phrased Text Lesson We hope to remedy this situation by offering a couple simple instructional suggestions for helping students become phrase-proficient in their reading. Yet, interestingly, most instructional programs for teaching reading provide very little support or suggestions to teachers for helping students read more fluently and meaningfully through good phrasing. Research and scholarly thought suggest helping students learn to read in phrases (as opposed to word by word) is an effective way to improve reading fluency as well as comprehension and overall reading proficiency. While we acknowledge activities such as reading word walls, spelling and vocabulary lists, and word games have a legitimate place in our literacy curricula, we wonder about the extent to which such activities give students the unintended notion that reading words as individual units is the appropriate way to read. Much of what we do instructionally-while well-intended and in many ways quite powerful-may tend to over-emphasize reading in a word-by-word manner. Good readers make meaning by reading in phrases struggling readers limit meaning by reading word by word. We think that phrasing is so important that we feel that the phrase, not the individual word, is the essential unit of meaning when reading.Įach of these phrases have distinctly different meanings even though the meaning of the key word, ocean, is constant. The purpose of such words is to enhance the meaning of the other words in the phrase in which they are placed. Prepositions such as of and if as well as noun markers such as the and an have limited meaning by themselves. When students read in that word-by-word manner, they are compromising the meaning of the text. In fact, research has demonstrated a strong association between oral fluency and silent reading comprehension. Reading comprehension is likely to suffer as well. However, it is not the only problem that these students exhibit. Fluency certainly is a concern with these students. Chances are these are students who, when reading orally, read in an excessively slow word-by-word manner. Think about the students you have who you think are not fluent readers.
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