11 Alternatives to "Round Robin" (and "Popcorn") Reading

DECEMBER 1, 2014

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Round Robin Reading (RRR) has been a classroom staple for over 200 yearsand an activity that over half of K-8 teachers report using in one of its many forms, such as Popcorn Reading. RRR's popularity endures, despite overwhelming criticism that the practice is ineffective for its stated purpose: enhancing fluency, word decoding, and comprehension. Cecile Somme echoes that perspective in Popcorn Reading: The Need to Encourage Reflective Practice: "Popcorn reading is one of the sure-fire ways to get kids who are already hesitant about reading to really hate reading."

Facts About Round Robin Reading

In RRR, students read orally from a common text, one child after another, while the rest of the class follows along in their copies of the text. Several spinoffs of the technique offer negligible advantages over RRR, if any. They simply differ in how the reading transition occurs:

• Popcorn Reading: A student reads orally for a time, and then calls out "popcorn" before selecting another student in class to read.
• Combat Reading: A kid nominates a classmate to read in the attempt to catch a peer off task, explains Gwynne Ash and Melanie Kuhn in their chapter of Fluency Instruction: Research-Based Best Practices (PDF, 177KB).
• Popsicle Stick Reading: Student names are written on Popsicle sticks and placed in a can. The learner whose name is drawn reads next.
• Touch Go Reading: As described by Professor Cecile Somme, the instructor taps a child when it's his or her turn to read.

Of the thirty-odd studies and articles I've consumed on the subject, only one graduate research paper claimed a benefit to RRR or its variations, stating tepidly that perhaps RRR isn't as awful as everyone says. Katherine Hilden and Jennifer Jones' criticism is unmitigated: “We know of no research evidence that supports the claim that RRR actually contributes to students becoming better readers, either in terms of their fluency or comprehension." (PDF, 271KB)

Why all the harshitude? Because Round Robin Reading . . .

• Stigmatizes poor readers. Imagine the terror that English-language learners and struggling readers face when made to read in front of an entire class.
• Weakens comprehension. Listening to a peer orally read too slowly, too fast, or too haltingly weakens learners' comprehension -- a problem exacerbated by turn-taking interruptions. (PDF, 177KB)
• Sabotages fluency and pronunciation. Struggling readers model poor fluency skills and pronunciation. When instructors correct errors, fluency is further compromised.

To be clear, oral reading does improve fluency, comprehension and word recognition (though silent/independent reading should occur far more frequently as students advance into the later grades). Fortunately, other oral reading activities offer significant advantages over RRR and its cousins. As you'll see in the list below, many of them share similar features.

11 Better Approaches

1. Choral Reading

The teacher and class read a passage aloud together, minimizing struggling readers' public exposure. In a 2011 study of over a hundred sixth graders (PDF, 232KB), David Paige found that 16 minutes of whole-class choral reading per week enhanced decoding and fluency. In another version, every time the instructor omits a word during her oral reading, students say the word all together.

2. Partner Reading

Two-person student teams alternate reading aloud, switching each time there is a new paragraph. Or they can read each section at the same time.

3. PALS

The Peer-Assisted Learning Strategies (PALS) exercises pair strong and weak readers who take turns reading, re-reading, and retelling. (PDF, 177KB)

4. Silent Reading

For added scaffolding, frontload silent individual reading with vocabulary instruction, a plot overview, an anticipation guide, or KWL+ activity.

5. Teacher Read Aloud

This activity, says Julie Adams of Adams Educational Consulting, is "perhaps one of the most effective methods for improving student fluency and comprehension, as the teacher is the expert in reading the text and models how a skilled reader reads using appropriate pacing and prosody (inflection)." Playing an audiobook achieves similar results.

6. Echo Reading

Students "echo" back what the teacher reads, mimicking her pacing and inflections.

7. Shared Reading/Modeling

By reading aloud while students follow along in their own books, theinstructor models fluency, pausing occasionally to demonstrate comprehension strategies. (PDF, 551KB)

8. The Crazy Professor Reading Game

Chris Biffle's Crazy Professor Reading Game video (start watching at 1:49) is more entertaining than home movies of Blue Ivy. To bring the text to life, students . . .

• Read orally with hysterical enthusiasm
• Reread with dramatic hand gestures
• Partner up with a super-stoked question asker and answerer
• Play "crazy professor" and "eager student" in a hyped-up overview of the text.

9. Buddy Reading

Kids practice orally reading a text in preparation for reading to an assigned buddy in an earlier grade.

10. Timed Repeat Readings

This activity can aid fluency, according to literacy professors Katherine Hilden and Jennifer Jones (PDF, 271KB). After an instructor reads (with expression) a short text selection appropriate to students' reading level (90-95 percent accuracy), learners read the passage silently, then again loudly, quickly, and dynamically. Another kid graphs the times and errors so that children can track their growth.

11. FORI

With Fluency-Oriented Reading Instruction (FORI), primary students read the same section of a text many times over the course of a week (PDF, 54KB). Here are the steps:

1. The teacher reads aloud while students follow along in their books.
2. Students echo read.
3. Students choral read.
4. Students partner read.
5. The text is taken home if more practice is required, and extension activities can be integrated during the week.

I hope that the activities described above -- in addition to other well-regarded strategies, like reciprocal teaching, reader's theater, and radio reading -- can serve as simple replacements to Round Robin Reading in your classroom.

Tell us your favorite fluency or comprehension activity.

TODD FINLEY'S PROFILE

Why Language Classes Don't Work: How to Cut Classes and Double Your Learning Rate

Why Language Classes Don't Work: How to Cut Classes and Double Your Learning Rate (Plus: Madrid Update)

159 Comments

Written by Tim FerrissTopics: Language, Travel

Coffee shops vs. classrooms – who wins? (Photo: eye2eye)

This is one of several articles planned as supplements to the original “How to Learn (But Not Master) Any Language in 1 Hour.” This piece focuses on acquisition of new material; for reactivating “forgotten” languages and vocab, I recommend also reading“How to Resurrect Your High School Spanish… or Any Language.”

Let us begin…

From the academic environments of Princeton University (Chinese, Japanese, Korean, Italian) and the Middlebury Language Schools (Japanese), to the disappointing results observed as a curriculum designer at Berlitz International (Japanese, English), I have sought for more than 10 years to answer a simple question: why do most language classes simply not work?

After testing the waters with more than 20 languages and achieving conversational and written fluency in 6, I have identified several cardinal sins that, when fixed, can easily cut the time to fluency by 50-80%…

1. Teachers are viewed as saviors when materials are actually the determining factor.

Teachers are merely conduits for the material and sequencing.

By analogy, it is better to have a decent cook with excellent easy-to-follow recipe than a great cook with terrible recipe. It is the material that will restrict or elevate the teacher, and a good teacher forced to follow bad material will hinder, not hasten, learning progress. I don’t sit in on classes or otherwise consider a school until I’ve reviewed both hand-out materials and text books.

Judge materials before you judge teachers, and no matter what, do not begin with classes or texts that solely use the target language (e.g., Spanish textbooks in Spanish). This approach reflects a school’s laziness and willingness to hire monolingual teachers, not the result of their search for the ideal method.

2. Classes move as slowly as the slowest student.

Seek a school with daily homework assignments that eliminate—effectively fire—students from the class who don’t perform.

The school should have a strict curriculum that doesn’t bend for a minority of the class who can’t cope. Downgrading students is only possible in larger schools with at least five proficiency levels for separate classes—beginner, intermediate, and advanced is woefully inadequate. Students can only be moved if the jumps between classes are relatively small and there are a sufficient number of students at each level for the school to justify paying separate teachers.

At the Hartnackschule in Berlin, Germany, where I studied for 10 weeks after evaluating a dozen schools, there are at least 20 different skill levels.

3. Conversation can be learned but not taught.

Somewhat like riding a bike, though unfortunately not as permanent, language fluency ismore dependent on practicing the right things than learning the right things. The rules (grammar) can be learned through materials and classes, but the necessary tools (vocabulary and idiomatic usage) will come from independent study and practice in a native environment.

I achieved fluency in German in 10 weeks using a combination of grammatical practice at the Hartnackschule (four hours daily for the first month, two hours daily for the second) and daily two-person language exchanges with students of English.

Grammar can be learned with writing exercises in a class of 20, whereas “conversation” cannot be learned in anything but a realistic one-on-one environment where your brain is forced to adapt to normal speed and adopt coping mechanisms such as delaying tactics (“in other words,” “let me think for a second,” etc.).

Separate grammar from conversation practice. I recommend choosing one school for grammar and several native books or comics to identify sticking points, which are then discussed in one-one-one language exchanges, where your partner provides examples of usage and does not explain rules.

Getting into trouble in Greek and Chinese in Athens with the help of Stefanos Kofopoulos, ouzo, and wine.

4. Teachers are often prescriptive instead of descriptive.

Many teachers take it upon themselves to be arbiters of taste and linguistic conservationists, refusing to explain slang and insisting on correct but essentially unused grammatical constructions (e.g., “with whom were you speaking?” versus “who were you speaking to?”).

Progress will be faster when you find a teacher who describes rather than prescribes usage. They should be able and willing to explain, for example, how Konjunktiv II is generally used in place of Konjunktiv I in German, even though it is technically incorrect. They should also be able to save you time by explaining what to practice based on actual frequency of use, not inclusion in a grammar text. For example, the simple past is almost always used in place of the perfect tense in Argentina, but some teachers still spend equal time on both.

To avoid those who act as defenders of language purity, it is often easier to target 20-30-year old teachers and those who are good at teaching inductively (providing examples to explain principles). Ask them to explain a few common colloquial grammatical constructions before signing up.

In conclusion—the learner is the problem (what?)

The above sins certainly inhibit the speed of learning, but the principal problem is the learner his or herself, who—more often than not—uses classes as a substitute for, and not supplement to, real ego-crushing interaction.

Classes are easily used to infinitely postpone making the thousands of mistakes necessary to achieve fluency. In boxing, they say “everyone has a plan until they get punched in the face.” Well, in language learning, we could just as easily say that “everyone has the perfect conversation in mind until they speak to a real native.”

Don’t waste time on more than learning more than a handful of conjugations for primarily first-person singular (I) and second-person singular (you) in the past, present, and future tenses, along with common phrases that illustrate them. Throw in a few auxilaries (to want to V, to need to V, to like to V, etc.) and jump on a plane before learning any more of what you’ll just need to relearn anyway. Even after you land, you do not need more than two months of classes in-country, and remember that, like training wheels, the goal is get off of them as quickly as possible.

Don’t go to classes because you have no social network outside of class, or because you want the illusion of progress with a coddling teacher who understands your Tarzan attempts at her language. If you are taking classes because they are enjoyable, fine, but understand that you are better off spending time elsewhere.

Make it your goal to screw up as often as possible in uncontrolled environments. Explicitly ask friends to correct you and reward them with thanks and praise when they catch you spouting nonsense, particularly the small understandable mistakes. I was able to pass the Certificado de Espanol Avanzado, the most diffucult Spanish certification test in South America, in eight weeks, which is said to require near-native fluency and years of immersion. How? By following the above fixes and making more mistakes in eight weeks than most make in eight years.

“An expert is a person who has made all the mistakes which can be made in a very narrow field,” or so said Physicist Niels Bohr. Luckily, you don’t need to be a rocket scientist to use his advice. Choose schools carefully and then, once they’ve served their purpose, abandon them.

The real world is where mistakes are made, weaknesses are found, and fluency is achieved.

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Some random videos:

A promo for bookstores in Spain. It’s not easy to suppress my Argentine accent.

For German Amazon.com – some of you have seen this before.

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Odds and Ends: Update on Madrid party location this Thursday!

For all you readers and friends in Europe, come have a glass or bottle with me! The space will be on a first come first served basis, so register early. So far, there are 132 people coming — it’s going to rock.

Play hard with us 6-9pm on Thurs., Sept. 25th in Madrid. Location:

RESTAURANTE LATERAL
Centro Comercial Arturo Soria Plaza
Calle Arturo Soria 126
28043 Madrid, Spain
Tel. 91 300 36 01

Get your free ticket here.

Espero que nos veamos pronto!

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