Using theatrical reading is really useful. In it, several characters with emotional charges intervene. The teacher reads in front of the students and points out the emotions present in the characters. She assigns different characters to the students, and they practice the reading several times.

A variant of this is radio reading (reading in a radio show, or pretending to be reading in one), or using the students as models of it. Record their readings, and then listen to them, evaluating and practicing again.


Good readers have a good reading comprehension and fluency.

There are three aspects to comprehension: literal, interpretative and evaluative. To improve reading comprehension, it’s necessary to work on the three components, and even to work mainly on the last two. In Spain, teachers work mainly with literal reading or memorization. Besides, to understand the texts, students need to be taught a series of strategies. Reading fluency involves three aspects too: precision (capability to automatically recognize words within a text and phonemes within words), rhythm (the speed of reading), and expressivity. To improve comprehension and fluency, you have to use a methodology where the adult first serves as a model, and then practices with the students, guiding them. Then, the adult should guide individual practices. Next are some examples on practical lessons on how to improve reading, covering both fluency and comprehension.