Increasing word recognition with racially diverse second-grade students using fluency-oriented reading approaches

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Abstract

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.

Original languageEnglish
Pages (from-to)264-276
Number of pages13
JournalJournal of Educational Research
Volume105
Issue number4
DOIs
StatePublished - 2012

Keywords

  • Literacy
  • Reading Instruction
  • Repeated reading
  • Scaffolding
  • Word efficiency

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