How Reading Volume Affects Both Reading Fluency and Reading Achievement

Autor/in	Allington, Richard L.
Titel	How Reading Volume Affects Both Reading Fluency and Reading Achievement
Quelle	In: International Electronic Journal of Elementary Education, 7 (2014) 1, S.13-26 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Reading Fluency; Reading Achievement; Reading Habits; Recreational Reading; Reading Instruction; Reading Difficulties; Classroom Environment; Teaching Methods; Books; Childrens Literature; Libraries; Reading Research + Suchen Sie Ihr Suchwort? Leseleistung; Reading habit; Lesegewohnheit; Häusliche Lektüre; Leseunterricht; Reading difficulty; Leseschwierigkeit; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Book; Buch; Monographie; Monografie; 'Children''s literature'; Kinderliteratur; Library; Bibliothek; Leseforschung
Abstract	Long overlooked, reading volume is actually central to the development of reading proficiencies, especially in the development of fluent reading proficiency. Generally no one in schools monitors the actual volume of reading that children engage in. We know that the commonly used commercial core reading programs provide only material that requires about 15 minutes of reading activity daily. The remaining 75 minute of reading lessons is filled with many other activities such as completing workbook pages or responding to low-level literal questions about what has been read. Studies designed to enhance the volume of reading that children do during their reading lessons demonstrate one way to enhance reading development. Repeated readings have been widely used in fostering reading fluency but wide reading options seem to work faster and more broadly in developing reading proficiencies, including oral reading fluency. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01