Fluency Part 6 Neurological impress method

The Neurological Impress Method (NIM).

Before the reading the reading guide should ask the child to scan the cover and title of the book. The reading guide should then ask the reader to look at the illustrations and think about similar life experiences. After browsing through the book and discussing each picture he/she is then asked to predict what what he/she thinks will happen in the story.

The reading guide then reads the story to the child by modeling fluent and expressive reading. This will familiarise the him/her with the flow of the language. It makes the reading much more predictable because the meaning of the story will have been dealt with before he/she has to to read. The reading guide then discusses various aspects of the story with the child to clarify and elaborate on interesting features. Unfamiliar vocabulary is also identified and explained.

The next step involves reading orally in unison. The child should be directed to keep pace with the adult reader even if some of the words are not read correctly. If the child happens to trip on a word he/she must catch up to the reading guide to maintain the reading flow. This will develop the ability to read ahead rather than reading word by word. It also enhances fluency because the reader must predict and sample larger chunks of text to maintain the pace and flow.

Often unskilled readers are quite surprised by how quickly their reading improves after only a few sessions.

10 Principles for Assisting Reading. 4. Patterning & Fluency Building

For many reluctant readers the task of reading can be quite challeging and can produce a great deal of anxiety, particularly when it is a constant reminder of past failures. Consequently, their response may often be one of avoidance of anything to do with reading. Thus, a situation can develop in which the child would prefer to avoid reading rather than to read and fail at the task. This condition is commonly referred to as learned helplessness. What is needed is an environment whereby readers are encouraged to experiment and to risk-take, to find what strategies work for them without having their weaknesses highlighted.

One very effective strategy that can promote a more collaborative and supportive atmosphere is the reading together technique. The idea is that the reading guide and the reader read orally in unison. The reading guide sets the pace and models the reading by using expression and fluency. The young reader reads along but is instructed to ignor any errors and to keep pace with the reading flow. This works more effectively when the reading follows on from a discussion of the story, hearing the story, and familiarisation of the new vocabulary in the story.

This technique enhances motivation because it builds upon the trusting relationship that has been developed. It fosters competence, particularly with fluency, expression, and using the context beyond the word level. The third motivational element that is promoted is reader autonomy. This later element is enhanced when the reader is expected monitor their own meaning-making while compensating for reading glitches. Autonomy can be encouraged further when the reader is instructed to tap the reading guide on the arm when he/she feels confident enough to read independently.