TY - JOUR
T1 - 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
AU - Turner, Franklin Dickenson
PY - 2010/3
Y1 - 2010/3
N2 - 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.
AB - 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.
KW - Early childhood/elementary education
KW - FORI
KW - Multicultural education/diversity
UR - http://www.scopus.com/inward/record.url?scp=77958089836&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:77958089836
SN - 0022-2984
VL - 79
SP - 112
EP - 124
JO - Journal of Negro Education
JF - Journal of Negro Education
IS - 2
ER -