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

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Abstract

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.

Original languageEnglish
Pages (from-to)112-124
Number of pages13
JournalJournal of Negro Education
Volume79
Issue number2
StatePublished - Mar 2010

Keywords

  • Early childhood/elementary education
  • FORI
  • Multicultural education/diversity

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