Oral Reading Accuracy:
DAR Mastery Level 6

Introduction:

The TTS for Oral Reading Accuracy help teachers become more aware of students’ needs
in this area and provide them with strategies for helping students improve. Both strategies
involve pre-teaching of difficult-to-read words. In the first, the teacher identifies the
words to teach. In the second, the student identifies the words.
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Strategy: Teacher Identification of Difficult Words

Materials Needed:
TTS-ORA-DAR 6-TSIdent.pdf

Say:      In a few minutes, I am going to ask you to read a selection that contains
             some difficult words. Before you do, though, we’re going to preview some
             of the hard words.

Give the student a copy of the word list for the selection.

Say:     Here are the words we’ll work on. Try reading each of them, and I’ll help
           you if you need it.

Correct each word that the student misses, and ask the student to repeat the word after
you.

On the Teacher Copy of the word list, record the student’s errors.

When finished with the list, give the selection and the word list to the student.

Say:     Here’s the selection that the words came from. The title is ________. Please 
           read it aloud.

As the student reads, provide any help that is needed.

On the Teacher Copy of the selection, record the student’s errors.

Then ask the student the following:

Say:     Did previewing these words help you read the selection?

On the Student Record Form, record the student’s response.
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Strategy: Student Identification of Difficult Words

Materials Needed:
Included in Strategy: Teacher Identification of Difficult Words

Say:     I am going to ask you to read another selection with some more difficult
            words. But this time, before reading the selection, I’m going to ask you to
            show me the words you think will be hard for you to read. The selection is
            about ________. Show me the words in it that you don’t think you’ll know.
            Draw a line under each one of them.

When the student finishes underlining the words, read each of the words for him or her
and ask the student to repeat the words after you.

Say:     Now read the selection aloud.

As the student reads, provide any help that is needed. 

 On the Teacher Copy of the selection, record the student’s errors.

Then ask the student the following:

Say:     Did previewing these words help you read the story?

On the Student Record Form, record the student’s response.
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Interpreting and Using TTS Results:

Compare the results obtained when (1) the teacher identified the difficult words and
previewed them before the student read the selection, and (2) the student identified the
difficult words and previewed them before reading.

Most students who have difficulty reading text accurately need help in word recognition
and word analysis. Refer to the TTS for Word Recognition and Word Analysis for the
instructional approaches to use for those letter-sound patterns that are consistently
difficult for students.