Round Robin Reading

A Common Classroom Practice

Round Robin Reading (RRR) is a widely used method in classrooms for reading aloud (Hill, 1983). It involves students taking turns reading sections of a text out loud, usually going around the classroom in a sequential manner. Despite its popularity, RRR has drawn both praise and criticism from educators and researchers (Hill, 1983).

1. Definition:
   • RRR is a reading strategy where students read aloud in a predetermined order.
   • Each student reads a portion of text, typically a paragraph or a page, before the next student takes over.
   • The process continues until the entire text is read.
2. Procedure:
   • The teacher selects a text to be read aloud.
   • Students sit in a circle or in rows, and the teacher designates the order in which they will read.
   • The first student begins reading, and each subsequent student follows in the predetermined order until the text is completed.

(Smith, 2019)

1. Purpose:
   • RRR aims to improve reading fluency, comprehension, and oral communication skills.
   • It encourages active participation and engagement among students.
   • It provides an opportunity for students to practice reading aloud and receive feedback from peers and the teacher.

(Eldredge et al., 1996)

1. Criticisms:
   • RRR can be stressful for struggling readers who may feel embarrassed or anxious about reading aloud in front of their peers.
   • It may promote passive listening rather than active engagement, as students may tune out while waiting for their turn to read.
   • It does not necessarily address individual reading needs or promote critical thinking about the text.
2. Alternatives:
   • Shared reading, where the teacher reads aloud while students follow along silently or participate in choral reading.
   • Small group or partner reading, where students take turns reading with a partner or in a small group, allowing for more individualized support and feedback.

(Finley, 2014)

In conclusion, Round Robin Reading is a common classroom practice that aims to improve reading skills through oral reading. While it has benefits, such as promoting fluency and engagement, it also has drawbacks and may not be suitable for all students or texts. Educators should consider alternative strategies that better meet the diverse needs of learners.