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ERIC Number: EJ747685
Record Type: Journal
Publication Date: 2006
Pages: 27
Abstractor: Author
Reference Count: 112
ISSN: ISSN-0034-0553
Becoming a Fluent and Automatic Reader in the Early Elementary School Years
Schwanenflugel, Paula J.; Meisinger, Elizabeth B.; Wisenbaker, Joseph M.; Kuhn, Melanie R.; Strauss, Gregory P.; Morris, Robin D.
Reading Research Quarterly, v41 n4 p496-522 Oct-Dec 2006
The goals of this study were to (a) develop an empirically based model regarding the development of fluent and automatic reading in the early elementary school years and (b) determine whether fluent text-reading skills provided benefits for reading comprehension beyond those accounted for by fluent word decoding. First-, second-, and third-grade children completed a series of reading tasks targeting word and nonword processing, text reading, spelling knowledge, autonomous reading, and reading comprehension. Structural equation modeling was carried out to evaluate how these skills operated together to produce fluent text reading and good comprehension. Evidence supported a "simple reading fluency model" for the early elementary school years suggesting that fluent word and text reading operate together with autonomous reading to produce good comprehension. (Contains 4 tables and 3 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia; New Jersey