Answer:
Step-by-step explanation:
The article "Reading Fluently Does Not Mean Reading Fast" highlights the need for teachers to prioritize reading fluency over speed when working with struggling readers. One of the six action steps suggested in the article is to provide repeated readings of texts to improve fluency.
To incorporate this step in a classroom, teachers can choose a text at the appropriate level for struggling readers and have students read it aloud multiple times. For example, teachers can ask students to read a paragraph or page and then reread it several times to help them become more fluent. Over time, this repeated practice will improve students' reading skills while building their confidence. Teachers can also incorporate choral readings, where the whole class reads a text together, as another way to support students' fluency development. By providing opportunities for repeated readings and other strategies to support fluency development, teachers can help struggling readers become more confident and successful readers.