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

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.