NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ856832
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1938-8071
Insights into Fluency Instruction: Short- and Long-Term Effects of Two Reading Programs
Schwanenflugel, Paula J.; Kuhn, Melanie R.; Morris, Robin D.; Morrow, Lesley Mandel; Meisinger, Elizabeth B.; Woo, Deborah Gee; Quirk, Matthew; Sevcik, Rose
Literacy Research and Instruction, v48 n4 p318-336 2009
The purpose of the study was to examine short- and long-term effects of two instructional approaches designed to improve the reading fluency of second-grade children: Fluency-Oriented Reading Instruction (or FORI; Stahl & Heubach, 2005) and a wide reading approach (Kuhn et al., 2006). By the end of second grade, children in the wide reading classrooms showed better fluency and self-concept compared to children in control classrooms. Classroom observations indicated children in FORI classrooms were more likely to be off-task than controls. However, by the end of third grade, children in both programs displayed better comprehension. We conclude that extensive and long-term focus on the oral reading of complex texts using practices that scaffold reading in second grade is beneficial for the long-term development of reading comprehension skills. (Contains 5 tables.)
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 - Evaluative
Education Level: Elementary Education; Grade 2; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia; New Jersey
Identifiers - Assessments and Surveys: Motivation to Read Profile; Wechsler Individual Achievement Test