Archive for the ‘Read Along Exercise’ Category

Livescribe – Reading – Part 3 – Read Along Exercise

Reading – Part 3 – Read-Along Exercise

This is the third of three suggestions plus a description of the unique abilities of the Livescribe Smartpen from Dr. Andy Van Schaack, Vanderbilit University.

Fluency Training – Struggling readers could also benefit from a Read-Along exercise.

How to demonstrate this

  1. Print a page from a reading book onto Livescribe dot paper as you did for the 60-Second Time Reading activity above.
  2. But in this case, draw a speaker icon next to the first word of each paragraph.
  3. Tap the Record button and then write a check mark next to the speaker icon.
  4. Read the entire paragraph at a normal pace.
  5. When the speaker reaches the end of the paragraph tap the Stop button.
  6. For the demonstration, ask a student to tap on the check mark next to the speaker icon to begin the playback.
  7. Ask the student to read along with the speaker.


  1. Have the Livescribe notebook open next to you (or cut and paste the Paper Replay controls onto the bottom of the page in the book).
  2. Tell the student that they can speed up or slow down the playback of the audio.
    1. Every tap of the speed-up button increases the playback speed by 20%.
    2. Tapping it five times increases the playback speed to a maximum of 200%.
    3. Every tap of the slow-down button decreases the playback speed by 10%.
    4. Tapping it five times decreases the playback speed to a minimum of 50%.

Research Support

  1. An excellent paper that provides research support AND specific strategies to implement a repeated reading program:
  2. Dr. Andrew Van Schaack’s “Livescribe K–12 Research Support” includes a section on Reading Fluency and running records.

Unique abilities of the Livescribe Smartpen

The Livescribe smartpen is unique in its abilities *out of the box* to support read-along activities by varying the speed of the model reader.  This has been the weakness of previous read-along programs in the past.  Either the narrator was too fast, and the novice reader could not keep up, or the narrator was too slow, and the intermediate or advanced reader was held back, making the exercise pointless.

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