Repeat...... Repeat....... Repeat.....
There is growing evidence of the importance of fluency within the 5 literacy pillars.
What do you think of the below information?
Why repetition is important in reading instruction(click on the title for access)
Check out minutes 32-40 on Melissa and Lori Love Literacy Podcast with Angie Hanlin( click on the title to access)
The number of repetitions needed when students are learning foundational reading skills:
- 1-4 repetitions for a gifted student
- 4-14 repetitions for a typical student
- 14-40 repetitions for a struggling student
- 40-200 repetitions for a student with dyslexia or learning disability
Wait.... could this apply to remembering vocabulary as well???
How can we apply repetitions in Tier I instruction? There is a way....
Looking forward to reading your options below! ( remember to post with your name)
Rebecca Minerd
It is so great to learn what the Science of Reading research is showing us, and how we can use Structured Literacy to support all students.
ReplyDeleteI agree! I loved the visual of the repetitions. This make so much sense to me coming from a Title school whose reading scores were low at one point.
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ReplyDeleteIt’s interesting that it takes 14 to 40 repetitions for a struggling learner to begin to understand. This reinforces the importance of spiral reviews and explicit instruction. In addition , it reinforces the gradual release of responsibility and how students don’t reach independence at the same rate .
ReplyDeleteThe number of repetitions is surprising. I had never thought of intentionally planning for this.....
DeleteSo, I need to remember that repetition is key and use this to be more intentional with my instructional planning and delivery. I am realizing that many students need more repetition in order to learn versus looking for a different way to provide instruction.
ReplyDeleteMy thoughts as well Lisa. This has been a reminder of me to slow down and repeat necessary instructions - even have students read them back to me - in an effort to gain better understanding rather than me delivering once and then explaining further unecessarily because they might not have fully understood the first time.
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DeleteI can a few more repetitions when introducing subject specific vocabulary.
ReplyDeleteThis article was very interesting! I'm glad there is research out there to support repetition, because sometimes; I think I'm repeating my so too much - but this is needed! Repetition is like daily reminders about the same thing such as our spirals. I also think of 5 W's. If I repeat this several times during reading instruction, then students will embed it in their way of thinking and this will become a questioning technique that they use daily when answering question (with or without me).
ReplyDeleteI enjoyed the podcast! It was interesting to hear that 95% of kids can read on grade level, we just have to shift our focus from "What are we teaching" to "What are they learning". It also sounds like they made data a main priority in their decisions and was able to narrow down which students needed remediation and which kids needed advanced learning based off of their data meetings (6 week and weekly).
ReplyDeleteI enjoyed that podcast also. I think they focused exclusively on data. I think their scores warranted the weekly looks. I think we do something similar with Heather and HR teachers looking at the weekly assessment to determine how Skills block will will look for the upcoming week.
DeleteOne more thing! I thought it was interesting how there is not reading center in the brain, so repetition activates all neurons to work; in order to produce reading!
ReplyDeleteI was also surprised to learn this as well!
DeleteThis was new to me as well! I also thought it was interesting the brain does not have a reading center!
DeleteThere are so many insights in the article and in the podcast. I think the number of repetitions is very eye opening and is a key component in the effectiveness of structured literacy. In the podcast Angie was talking about how she and the teachers were looking through their instruction to see exactly how many times things were repeated and looked for ways to increase them. I think we can apply repetitions in Tier 1 by doing it whole group and then focusing on targeted students (those needing the additional repetitions) during the whole group to get extra repetitions. In the podcast they stated it can also be carried over into small groups by helping the student identify exactly what their target skills are at that time.
ReplyDeleteI agree!
ReplyDeleteThis is why using ¨silly¨ songs can be an effective way for students to remember concepts. Repeating song lyrics in their minds can help students remember the necessary rules when working out a math problem.
ReplyDeleteI agree! There are songs that I still remember from when I was in school that play in my head when I am working math problems! It seems silly, but repetition is so important!
DeleteI have always thought that I truly repeated and modeled quite a lot but after hearing that struggling students need 14-40 repetitions I realize how important it is.I like the idea of using tally marks to keep track of how many times you repeat information. i feel like this will benefit my vocabulary instruction. I also like how the women on the podcast discussed your design of your plans are more important than your delivery! You need to ensure the repetition is included throughout your lessons. I plan on incorporating this in my spiral reviews and morning work time. I feel like coaches and dance instructors rely on repetition and they repeat actions/moves until it becomes muscle memory. I now see that the idea of practice makes perfect is not only sound advice but it is backed by research!
ReplyDeleteWhen I saw these numbers of repetition needed for students I was surprise. I have always know how important repetition is but when I saw that it takes 14-40 repetitions for a struggling learner and 40-200 repetitions for a student with dyslexia or learning disability I was amazed at the exact number of repetition needed. I agree with Angela, I liked the idea of using tally marks idea to keep up with how many times you repeat something. I was a little taken back at the thought of having to repeat something 200 times for some of my students and trying to figure out how I would ever repeat myself enough, but through spiral reviews and other practice time, there are so many times a day where we are using repetition. I also liked the quote "perfect practice is what makes perfect — not just practice" when thinking about meaningful assignments and making sure the practice is done correctly. It is not making a difference if the students are practicing incorrectly every time.
ReplyDeleteI was shocked at the number of repetitions needed for a student with dyslexia or other learning disabilities! So many times I've responded to students with something like, "We've been in school for 120 days now. We do this every day, " but that may still not have been enough repetitions for them.
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