NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ943013
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0022-2984
Evaluating the Effectiveness of Fluency-Oriented Reading Instruction with Increasing Black and Latino Reading Fluency, as Compared to Asian and White Second-Grade Students' Reading Fluency
Turner, Franklin Dickerson
Journal of Negro Education, v79 n2 p112-124 Spr 2010
This study examined the effectiveness of Fluency-Oriented Reading Instruction (FORI) on improving reading fluency for an ethnically diverse sample of second-grade students. FORI incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading uses scaffolding by expert readers. Results indicate that FORI is a useful scheme for reading instruction with a diverse second-grade student population. Asian, Black, Latino, and White second-grade students made significant improvements in word efficiency and reading comprehension. (Contains 2 tables.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test