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 language | English |
|---|---|
| Pages (from-to) | 264-276 |
| Number of pages | 13 |
| Journal | Journal of Educational Research |
| Volume | 105 |
| Issue number | 4 |
| DOIs | |
| State | Published - 2012 |
Keywords
- Literacy
- Reading Instruction
- Repeated reading
- Scaffolding
- Word efficiency
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