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.

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.

Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School

2016 ◽  
Vol 50 (2) ◽  
pp. 115-127 ◽  
Author(s):  
Joanna A. Christodoulou ◽  
Abigail Cyr ◽  
Jack Murtagh ◽  
Patricia Chang ◽  
Jiayi Lin ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Reading Disabilities ◽  
Intervention Group ◽  
Control Group ◽  
Summer Reading ◽  
Pseudoword Reading ◽  
Intensive Reading

Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6–9) were randomly assigned to receive Lindamood-Bell’s Seeing Stars program ( n = 23) as an intervention or to a waiting-list control group ( n = 24). Analysis of pre- and posttesting revealed significant interactions in favor of the intervention group for untimed word and pseudoword reading, timed pseudoword reading, oral reading fluency, and symbol imagery. The interactions mostly reflected (a) significant declines in the nonintervention group from pre- to posttesting, and (2) no decline in the intervention group. The current study offers direct evidence for widening differences in reading abilities between students with RD who do and do not receive intensive summer reading instruction. Intervention implications for RD children are discussed, especially in relation to the relevance of summer intervention to prevent further decline in struggling early readers.

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.

Reading Instruction for Elementary-Age Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes

2005 ◽  
Vol 72 (1) ◽  
pp. 7-27 ◽  
Author(s):  
Sally M. Barton-Arwood ◽  
Joseph H. Wehby ◽  
Katherine B. Falk
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Learning Strategies ◽  
Behavioral Disorders ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Social Behaviors ◽  
Reading Program ◽  
Future Research

This study evaluated the effects of a reading intervention on the reading achievement and social behaviors of 6 third-grade students with emotional/behavioral disorders. Reading instruction occurred 4 days a week using the Horizons Fast Track reading program and Peer-Assisted Learning Strategies. Analyses indicated variable improvements in basic reading skills with limited transfer to oral reading fluency. Outcomes for social behaviors indicated that changes in total inappropriate behavior were not directly related to the reading intervention; improved engagement appeared related to intervention but not necessarily reading achievement. Results are discussed in the context of possible reasons for differential responding and implications for practice and future research.

scholarly journals The Effects of Repeated Readings and Attentional Cues on Reading Fluency and Comprehension

1985 ◽  
Vol 17 (2) ◽  
pp. 129-142 ◽  
Author(s):  
Lawrence J. O'Shea ◽  
Paul T. Sindelar ◽  
Dorothy J. O'Shea
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Repeated Measures ◽  
Reading Rate ◽  
Third Graders ◽  
Repeated Readings ◽  
Attentional Shift ◽  
Fluency And Comprehension ◽  
Main Effects ◽  
Attentional Cues

The failure of some researchers to find improved reading comprehension with increased fluency may result from the assumption that readers automatically shift attention to comprehension when fluency is established. Research on cuing readers to a purpose in reading suggests that a simple cue about comprehension may be sufficient to prompt this attentional shift. In this study, the effects of repeated readings and attentional cues on measures of reading fluency and comprehension were examined. Thirty third graders read separate passages one, three, and seven times following cues to attend to either reading rate or meaning. After the final reading of each passage, the students retold as much of the story as they could. Fluency and proportion of story propositions retold were analyzed in repeated measures analyses of variance. Significant main effects for both repeated readings and attentional cues were obtained on both dependent measures. Thus, both fluency and comprehension increased as the number of repeated readings increased. In addition, readers cued to fluency read faster but comprehended less than those cued to comprehension. These results suggest that increasing fluency is a less efficient means of improving comprehension than presenting cues about comprehension.

Determining English Language Learners' Response to Intervention: Questions and Some Answers

2007 ◽  
Vol 30 (3) ◽  
pp. 185-195 ◽  
Author(s):  
Sylvia Linan-Thompson ◽  
Paul T. Cirino ◽  
Sharon Vaughn
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Response To Intervention ◽  
Reading Instruction ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
First Grade ◽  
The Mean ◽  
Not At Risk

Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b) discrepancy benchmark criteria, with performance on these measures at or above the mean of not-at-risk peers; and (c) discrepancy slope criteria, with growth during grade 1 on these measures at or above the mean of not-at-risk peers. The sample consisted of 81 students (41 intervention, 40 comparison) who were bilingual (Spanish/English) and were part of a supplemental reading instruction study during first grade. The three grade 1 criteria were evaluated in relation to a set benchmark criteria in grade 2. Results indicated that approximately 80% of the students did not meet any criteria in either year, but that the discrepancy slope criteria in grade 1 were most predictive of set benchmark criteria in grade 2. Recognizing that we applied highly stringent criteria, implications and issues are presented related to using RTI with ELLs to facilitate decision making about further intervention and referral for special education.

scholarly journals Increasing Reading Fluency through the Use of Physical Movement and Affirming Parallel Concepts

2021 ◽  
Vol 5 (2) ◽  
pp. p118
Author(s):  
Tim P. Mead ◽  
Leif E. Berg ◽  
Starr K. Sage ◽  
Dennis J. Guillot
Keyword(s):  
Reading Instruction ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Sight Words ◽  
Control Group ◽  
School Students ◽  
Physical Movement ◽  
Group 5 ◽  
The Impact ◽  
Experimental Group

Sixteen 6th grade middle school students, who were all classified as struggling readers, volunteered to participate in a study examining the impact of daily physical movement and singing (Affirming Parallel Concepts) on reading fluency, as measured by words read per minute. Half of the participants received instruction on learning new songs to sing in class while simultaneously learning new sight words over a six-week period. The other eight students served as a control group and received standard reading instruction on learning new sight words. The experimental group incorporated movement into their singing by clapping their hands and thighs, stomping their feet, and moving around the classroom while singing. Students in the experimental group significantly improved their reading fluency (14% improvement) versus those students in the control group (5% improvement) over the six-week instruction period as measured by Fountas and Pinnell reading assessments.

scholarly journals Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School

2020 ◽  
Vol 10 (9) ◽  
pp. 227
Author(s):  
Timothy V. Rasinski ◽  
Randy Yates ◽  
Kelly Foerg ◽  
Kelly Greene ◽  
David Paige ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Small Sample Size ◽  
First Grade ◽  
Reading Performance ◽  
Small Sample ◽  
Word Decoding ◽  
Comparable Group ◽  
Fluency Instruction ◽  
Grade One

The present exploratory study examined the effect of the implementation of a reading fluency instruction protocol on the reading performance of early first grade students in an urban school. Previous research has tended to examine the effects of fluency instruction after students have achieved some degree of competency in word recognition, usually toward the end of first grade and beyond. The fluency instruction provided in this study included repeated and assisted reading and was delivered daily over a ten-week period in the first semester of the school year by classroom teachers. The reading performance of students in the fluency instruction group (n = 51) was compared with a comparable group of first grade students (n = 27) who did not receive the fluency instruction, though the total number of minutes devoted to daily reading instruction and home reading was equal between groups. Descriptive analyses of pre- and post-testing data suggest that the first grade students receiving the fluency instruction made substantive, but not statistically significant, gains in reading achievement over the comparison group of students not receiving fluency instruction. The results suggest that dedicated and systematic fluency instruction may be appropriate for students before high levels of word decoding are achieved and that fluency instruction may be an effective instructional protocol as early as the beginning of first grade. Given the acknowledged limitations, including small sample size, further research into fluency instruction in early first grade is recommended.

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