Maximizing Repeated Readings: the Effects of a Multicomponent Reading Fluency Intervention for Children with Reading Difficulties

2019 ◽  
Vol 24 (2) ◽  
pp. 217-227
Author(s):  
Shengtian Wu ◽  
Kasee K. Stratton ◽  
Daniel L. Gadke
Keyword(s):  
Reading Fluency ◽  
Reading Difficulties ◽  
Repeated Readings ◽  
Fluency Intervention

Increasing Reading Fluency in Elementary Students with Low Vision through Repeated Readings

1998 ◽  
Vol 92 (5) ◽  
pp. 276-292 ◽  
Author(s):  
C.A. Layton ◽  
A.J. Koenig
Keyword(s):  
Elementary Students ◽  
Reading Fluency ◽  
Low Vision ◽  
Error Rates ◽  
Repeated Readings ◽  
User Friendly

The purpose of this study was to explore a user-friendly method to increase the reading fluency of four elementary students with low vision. An analysis of the effects of repeated readings on the students’ reading rates, error rates, and comprehension found that the intervention was successful in improving all four students’ reading fluency and did not adversely affect their error rates or comprehension. The results from generalized readings indicated that the students’ improved reading rates were generalized to classroom reading.

Reading Fluency in Deaf and Hard-of-Hearing Readers

2020 ◽  
pp. 184-199
Author(s):  
Susan R. Easterbrooks ◽  
Paula J. Schwanenflugel
Keyword(s):  
Reading Fluency ◽  
Hard Of Hearing ◽  
Word Reading ◽  
First Language ◽  
Repeated Readings ◽  
Alphabetic Principle ◽  
Reading Vocabulary ◽  
National Reading Panel ◽  
Points Of View

Prior to 2000, the role of fluency was poorly understood in deaf and hard-of-hearing learners beyond the examination of the use of repeated readings as an intervention technique. In 2000, the National Reading Panel identified factors critical to the development of literacy: phonological awareness, alphabetic principle, vocabulary, reading comprehension, motivation, and fluency. Since that time, much has been written on all these topics, except motivation and fluency. This chapter examines the various points of view necessary to understand the complexities of fluency, including but not limited to speed of word reading, vocabulary, prosody, and supralexical unitization. Further, it examines how these components differ based on an individual child’s first language. A concluding section explores successful interventions and lays out a research agenda that will allow the field to move forward.

scholarly journals On the Acquisition of Reading Fluency

1980 ◽  
Vol 12 (3) ◽  
pp. 177-186 ◽  
Author(s):  
Peter A. Schreiber
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Repeated Readings ◽  
Crucial Step ◽  
Syntactic Cues ◽  
Similar Reading

The acquisition of reading fluency crucially involves the beginning reader's tacit recognition that s/he must learn to compensate for the absence of graphic signals corresponding to certain prosodie cues by making better use of the morphological and syntactic cues that are preserved. It is argued that the success of the method of repeated readings and similar reading instruction techniques results from the fact that these methods facilitate discovery of the appropriate syntactic phrasing in the written signal. It is suggested that the crucial step comes with the beginning reader's recognition that parsing strategies other than those which rely on prosody or its somewhat haphazard graphic analogues are required in order to read with sense.

Sign in / Sign up

Export Citation Format

Share Document