Abstract
This article discusses two activities—Readers Theatre and Rhythm Walks—that encourage students to “get moving” with fluency instruction. Movement can be a motivating factor for struggling students, as well as a kinesthetic tool for conceptualizing the rhythm and flow of fluent reading while triggering brain function for optimal learning. Also included is a discussion of the importance of motivating struggling students in order to engage them long enough to elicit changes in reading behavior and to learn to generalize skills to new experiences.
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