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Teachers who want to help their students as much as possible will consider this issue when they have students read out loud, and they will be sure that they question their students in order to gauge their comprehension (Benjamin & Schwanenflugel, 2010; Frazier, Carlson, & Clifton, 2006).
The third issue addressed in the article is that learning to read in phrases can provide many benefits for students. Comprehension, of course, is the main one, but there are others. When students learn to read properly and understand the value of proper punctuation and pacing in sentences and paragraphs, they also gain confidence in their ability to read correctly (Benjamin & Schwanenflugel, 2010; Schwanenflugel, et al., 2004). Additionally, they become more interested in the subject matter because they find they are understanding what they are reading and, therefore, can focus on learning the information without struggling to understand as they read. This change from struggling to comprehension will not come overnight, of course, and can take time. How much time will depend on the student, certainly, because everyone learns differently. In the classroom, it is important that the issues addressed in the article are considered and understood, so that changes can be made. Many students say they do not enjoy reading, but often the problem is that they do not understand what they are reading and cannot enjoy something that does not make sense to them (Benjamin & Schwanenflugel, 2010; Rasinski, Yildirim, & Nageldinger, 2011).
Reading in phrases can be applied to the classroom through the technique discussed in the article. It is a great way to help students who are struggling and who...
Sometimes, students become very discouraged and do not think they can do better than the level they have currently achieved. The phrased text lesson is the tool for students to improve their reading fluency and comprehension. By breaking the text down into small segments and marking where the breaks and pauses should be, the teacher is able to show his or her students the importance of understanding context. Once students see the marked text and practice reading in that manner, they can make better judgments as they relate to future reading assignments. Over time, these students will learn how to correctly incorporate the proper breaks and pauses into their reading, which will allow them to see the text in phrases instead of single words (Rasinski, Yildirim, & Nageldinger, 2011). Doing so provides students with a better understanding of the material and helps to ensure they can continue to learn about the world around them.
References
Benjamin, R., & Schwanenflugel, P.J. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45(4), 388 -- 404.
Frazier, L., Carlson, K., & Clifton, C. (2006). Prosodic phrasing is central to language comprehension. Trends in Cognitive Sciences, 10(6), 244 -- 249.
Rasinski, T., Yildirim, K., & Nageldinger, J. (2011). Building fluency through the phrased text lesson. The Reading Teacher, 65(4): 252-255.
Schwanenflugel, P.J., Hamilton, a.M., Kuhn, M.R., Wisenbaker, J.M., & Stahl, S.A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96(1), 119 -- 129.
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