NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ822148
Record Type: Journal
Publication Date: 2009-Jan
Pages: 13
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1938-8071
Fluency in Learning to Read for Meaning: Going beyond Repeated Readings
Nichols, William Dee; Rupley, William H.; Rasinski, Timothy
Literacy Research and Instruction, v48 n1 p1-13 Jan 2009
The purpose of this article is to provide an overview of fluency development and focus on instructional approaches that are intended to improve fluency that go beyond the most frequently recommended strategy of repeated readings. Repeated reading is the most recognized approach for developing fluency, and although repeated readings have shown successful results in developing students' fluency, continual reliance on repeated readings without appropriate guidance and support can lead to diminished student engagement. Providing students with varied opportunities to practice and acquire fluency will enhance their active participation in fluency instruction and engage them in reading for multiple purposes. This article provides an overview of fluency instructional methods that go beyond unassisted and unguided student reading practice. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A