ERIC Number: EJ1095742
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 32
Strategic Key Word Instruction: Increasing Fluency in Connected Expository Text
Coulter, Gail; Lambert, Michael C.
Reading Improvement, v52 n4 p133-141 Win 2015
The effects of preteaching key words on fluency in connected text were examined with three third-grade general education participants. Researchers used a multiple base-line design (i.e., Baseline and Wordlist Intervention) and found that preteaching increased fluency in connected text written above the participant's instructional level of reading for typical readers. Given that general education texts in content material (e.g., science, social studies) range in degree of difficulty across grade levels, this research is particularly relevant for classroom teachers.
Descriptors: Expository Writing, Grade 3, Content Area Writing, Teaching Methods, Oral Reading, Reading Fluency, Intervention, Word Lists, Effect Size, Difficulty Level, Emergent Literacy, Elementary School Students, Reading Tests
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)