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Alternate oral reading of passages in small groups, reading with a tape-recording, choral reading of dramatic material, and rereading familiar text can all support text reading fluency. Above all, however, students must read as much as possible in text that is not too difficult in order to make up the huge gap between themselves and other students.

Teachers deliberately use new words as often as possible in classroom conversation.

They reward students for using new words or for noticing use of the words outside of the class. Such strategies as using context to derive meanings, finding root morphemes, mapping word derivations, understanding word origins, and paraphrasing idiomatic or special uses for words are all productive. If possible, word study should be linked to subject matter content and literature taught in class, even if the literature is being read aloud to the students.