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Repeated Reading with Retelling: A Multi-Skilled Fluency Activity

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Title: Repeated Reading with Retelling: A Multi-Skilled Fluency Activity
Language: English
Authors: Tim Stoeckel
Source: English Teaching Forum. 2025 63(3):2-8.
Availability: US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum@state.gov; Web site: https://americanenglish.state.gov/forum
Peer Reviewed: Y
Page Count: 7
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Reading Instruction, Repetition, Language Fluency, Second Language Learning, Second Language Instruction, Teaching Methods, Reading Fluency, Learning Activities
ISSN: 1559-663X
1559-6621
Abstract: Fluency--the ability to smoothly and comfortably use elements of a language that are already known--is a key aspect of successful language learning. For a classroom activity to promote fluency development, ideally there should be intent to communicate a message, pressure to perform quickly, a great deal of input or output, and no unfamiliar language features (Nation 2009). This article provides overviews of two popular fluency activities, 4/3/2 (Maurice 1983) and repeated reading (RR), and contends that although these activities are beneficial for fluency development, they are limited in their communicative purpose. The article then introduces "repeated reading with retelling" (RRR), which combines elements of 4/3/2 and RR while addressing this limitation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493416
Database: ERIC
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  Data: Repeated Reading with Retelling: A Multi-Skilled Fluency Activity
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  Data: US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum@state.gov; Web site: https://americanenglish.state.gov/forum
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  Data: Fluency--the ability to smoothly and comfortably use elements of a language that are already known--is a key aspect of successful language learning. For a classroom activity to promote fluency development, ideally there should be intent to communicate a message, pressure to perform quickly, a great deal of input or output, and no unfamiliar language features (Nation 2009). This article provides overviews of two popular fluency activities, 4/3/2 (Maurice 1983) and repeated reading (RR), and contends that although these activities are beneficial for fluency development, they are limited in their communicative purpose. The article then introduces "repeated reading with retelling" (RRR), which combines elements of 4/3/2 and RR while addressing this limitation.
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