Teaching Children to Become Fluent and Automatic Readers.

Journal of Literacy Research : JLR
Melanie R KuhnSteven A Stahl

Abstract

The purpose of the study was to examine the effects of two instructional approaches designed to improve the reading fluency of 2nd-grade children. The first approach was based on Stahl and Heubach's (2005) fluency-oriented reading instruction (FORI) and involved the scaffolded, repeated reading of grade-level texts over the course of each week. The second was a wide-reading approach that also involved scaffolded instruction. hut that incorporated the reading of 3 different grade-level texts each week and provicled significantly less opportunity for repetition. By the end of the school year. FORI and wide-reading approaches showed similar benefits for standardized measures of word reading efficiency and reading comprehension skills compared to control approachcs. although the benefits of the wide-reading approach emerged earlier and included oral text reading fluency skill. Thus, we conclude that fluency instruction that emphasizes extensive oral reading of grade-level text using scaffolded approaches is effective for promoting reading development in young learners.

References

Mar 24, 1998·Nature·W F Doolittle
Sep 12, 2001·Health Communication·C J Hermansen, J B Wiederholt
Apr 2, 2002·Nature Genetics·Maria I Arnone
Feb 24, 2006·Journal of Sleep Research·William D S KillgoreNancy J Wesensten
Mar 1, 2004·Journal of Educational Psychology·Paula J SchwanenflugelSteven A Stahl
Nov 1, 2006·Journal of Educational Psychology·Justin Miller, Paula J Schwanenflugel
Jun 1, 2004·Journal of Literacy Research : JLR·Elizabeth B MeisingerSteven A Stahl

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Citations

Jul 13, 2011·Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading·Richard K Wagner
Sep 4, 2015·Journal of Clinical and Experimental Neuropsychology·Antonella GaglianoGiacomo Stella
Jan 10, 2017·Frontiers in Psychology·Giulia GiovagnoliDeny Menghini

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