Despite the existence of a continuum of modeling reading methods (e.g., sustained silent reading, paired reading, repeated reading, and others), the goal of modeling strategies continues to be to prepare learners to read with ease and enjoyment, while gaining content knowledge for academic success. Moving to increasingly more reading independence on the part of the student is a critical goal for emergent readers, and those with exceptionalities. Reducing modeling by the teacher and increasing modeling by other students may lead to greater reading fluency and overall reading achievement and satisfaction. In this paper, the author suggests that choral reading, a major teaching and learning strategy, may not only increase the rate of reading, but also word recognition, comprehension, and academic achievement among students with exceptionalities
