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ERIC Number: EJ1212604
Record Type: Journal
Publication Date: 2019
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
Enhancing Outcomes for Struggling Readers: Empirical Analysis of the Fluency Development Lesson
Zimmerman, Belinda S.; Rasinski, Timothy V.; Was, Christopher A.; Rawson, Katherine A.; Dunlosky, John; Kruse, Sharon D.; Nikbakht, Elham
Reading Psychology, v40 n1 p70-94 2019
This study investigated the efficacy of the Fluency Development Lesson (FDL) in improving reading achievement in primary grade struggling readers. 30 readers, enrolled in a summer reading clinic, participated in daily 40-min mini-reading lessons across 5 weeks. During the fluency lessons, readers practiced and developed their literacy skills through participation in repeated readings, word work, rehearsal, and performance. Assessments measured comprehension, reading fluency, including word recognition accuracy, reading speed, and prosody. Control students also took the pre- and post-intervention tests; their performance did not change with repeated testing. The Fluency Development Lesson students showed significant gains on all measures.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education; Early Childhood Education; Grade 1; Primary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A