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EJ982049 - Is Fluent, Expressive Reading Important for High School Readers?

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ERIC #:	EJ982049
Title:	Is Fluent, Expressive Reading Important for High School Readers?
Authors:	Paige, David D.; Rasinski, Timothy V.; Magpuri-Lavell, Theresa
Descriptors:	Reading Instruction; Word Recognition; Reading Comprehension; Reading Fluency; Silent Reading; High School Students; Reading Difficulties; Suprasegmentals; Grade 9; Low Achievement; At Risk Students; Teaching Methods
Source:	Journal of Adolescent & Adult Literacy, v56 n1 p67-76 Sep 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Date:	2012-09-00
Pages:	10
Pub Types:	Journal Articles; Reports - Research
Abstract:	Although reading fluency has been identified as a critical element in successful literacy curricula for elementary students, fluency has been relatively neglected beyond the elementary grades. Prior research has shown that word recognition automaticity (one component of fluency) is strongly associated with overall reading proficiency among secondary students. Prosody (expressive oral reading; the other component of fluency) has not been previously studied with secondary students. The present study examines the relationship between oral prosody and silent reading comprehension among secondary students. Findings indicate a strong association between prosody and silent reading comprehension. Moreover, a significant number of students have not achieved even a minimally acceptable level of prosody in their reading. Based on these and previous studies into fluency and secondary students' reading, we argue that fluency be made an integral part of reading instruction for secondary students struggling in reading. (Contains 2 tables, 1 figure, and 3 resources.)
Abstractor:	As Provided
Reference Count:	54

Note:	N/A
Identifiers:	Washington
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1081-3004
Audiences:	N/A
Languages:	English
Education Level:	Grade 9; High Schools
Direct Link:	http://dx.doi.org/10.1002/JAAL.00103

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