TY - JOUR
T1 - Increasing word recognition with racially diverse second-grade students using fluency-oriented reading approaches
AU - Turner, Franklin Dickerson
PY - 2012
Y1 - 2012
N2 - The author examined the effectiveness of 2 fluency-oriented reading programs on improving reading fluency for an ethnically diverse sample of second-grade students. The first approach is Fluency-Oriented Reading Instruction (S. A. Stahl & K. Heubach, 2005), which incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading is scaffolded by expert readers. The other approach is Wide-Reading Instruction (M. R. Kuhn, 2005), which also utilizes scaffolding by expert readers, but 3 different grade-level texts are read repeatedly each academic week. The results indicate that both Fluency-Oriented Reading Instruction and Wide-Reading Instruction are useful schemes for reading instruction with ethnically diverse second-grade students.
AB - The author examined the effectiveness of 2 fluency-oriented reading programs on improving reading fluency for an ethnically diverse sample of second-grade students. The first approach is Fluency-Oriented Reading Instruction (S. A. Stahl & K. Heubach, 2005), which incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading is scaffolded by expert readers. The other approach is Wide-Reading Instruction (M. R. Kuhn, 2005), which also utilizes scaffolding by expert readers, but 3 different grade-level texts are read repeatedly each academic week. The results indicate that both Fluency-Oriented Reading Instruction and Wide-Reading Instruction are useful schemes for reading instruction with ethnically diverse second-grade students.
KW - Literacy
KW - Reading Instruction
KW - Repeated reading
KW - Scaffolding
KW - Word efficiency
UR - http://www.scopus.com/inward/record.url?scp=84863629971&partnerID=8YFLogxK
U2 - 10.1080/00220671.2011.627395
DO - 10.1080/00220671.2011.627395
M3 - Article
AN - SCOPUS:84863629971
SN - 0022-0671
VL - 105
SP - 264
EP - 276
JO - Journal of Educational Research
JF - Journal of Educational Research
IS - 4
ER -