Which fluency-building technique could a third-grade teacher introduce to encourage expressive reading?

Using technology to record and playback readings is an effective fluency-building technique for third-grade students as it allows them to engage with their reading in an interactive way. When students record themselves reading, they can listen to their tone, pacing, and expression, which helps them to self-evaluate and identify areas for improvement. This process encourages expressive reading because they become more aware of how their vocal inflections and emotional nuances can enhance the meaning of the text.

Furthermore, by replaying their recordings, students are able to track their progress over time, which can motivate them to refine their reading skills further. This method is particularly beneficial in a digital age where technology is a large part of students' lives, making the learning process more relatable and enjoyable for them.

The other techniques mentioned, such as shared reading, silent reading sessions, or reciting memorized texts, are valuable in their own right but do not specifically provide the same level of interactive feedback that recording and playback can offer. While shared reading may promote collaboration and silent reading can encourage focus, neither directly allows students to analyze their expressive reading qualities as effectively as using technology does.