Round-Robin Reading

According to our text, round-robin reading is “an out modeled reading activity in which the teacher calls on children to read aloud, one after the other” (Tompkins, p. 213). Round-robin reading can be used in both an individual group and whole class setting, but this activity is not recommended today. Tompkins explains several problems associated with this practice. The first issue is “students may develop an inaccurate view of reading because they are expected to read aloud to the class without having opportunities to rehearse” (Tompkins, p. 213). Also, many students may change their silent reading speeds to match the speed of their classmates that are reading aloud. Teachers who use round-robin reading may spend the majority of class time disciplining students who become bored and misbehave. One of the most harmful affects of this practice is that struggling readers may become embarrassed and anxious if they are called to read to the entire class. Research claims that students should read books independently, but “ if the books are too difficult, they can read with buddies, participate in shared reading, or listen to the teacher or another fluent reader read aloud” (Tompkins, p. 213).

I recall using round-robin reading exercises from 3rd grade all the way through high school. I remember my 7th and 8th grade science teacher making each student read a paragraph from out textbook everyday. I used to frantically read my assigned paragraph to myself in an effort to rehearse while another classmate read aloud. I do not think I retained a forth of what was required of the class. The Ministry of Education claims that round-robin reading “prevents each student from processing the text and constructing meaning independently, distracts and bores other students, and obscures meaning” (Ministry of Education, 2006, p107). The Ministry of Education conducted a study involving 30 teachers and asked them why they use round-robin reading. Many teachers claimed they use it as a means of mixing up classroom activities and monitoring their students’ reading abilities.

While it is not advocated today, round-robin reading is still practiced in many classrooms. The Ministry of Education gives four reasons teachers revert to round-robin reading. The first reason is that some teachers have a lack of understanding the reading process (pre-reading, reading, responding, exploring, applying). They may not be aware of their students’ stage in the process, and may push them to read in front of the classroom before they have reached fluency. This may also be attributed to a lack of assessment data, and teachers may use round-robin reading to detect reading issues their students may have. Also, a major reason this outdated technique is still used today is a “lack of appropriate models for student teachers” (Ministry of Education, 2006, p107). Therefore, the Ministry of Education calls for improvements to teacher preparation courses and access to positive and suitable teacher mentors to encourage and suggest alternative forms of instruction.

References:

Ministry of Education. (2006). Annual Report 2006. http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/AnnualReport/AnnualReport2006.aspx

Tompkins, Gail E. (2010). Literacy for the 21st Century: A Balanced Approach.