Reading Fluency and Students Who Are Deaf or Hard of Hearing: Synthesis of the Research

Autor/inn/en	Luckner, John L.; Urbach, Jennifer
Titel	Reading Fluency and Students Who Are Deaf or Hard of Hearing: Synthesis of the Research
Quelle	In: Communication Disorders Quarterly, 33 (2012) 4, S.230-241 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740111412582
Schlagwörter	Reading Fluency; Partial Hearing; Deafness; Word Recognition; Reading Comprehension; Literature Reviews; Reading Processes + Suchen Sie Ihr Suchwort? Hörbehinderung; Gehörlosigkeit; Taubstummheit; Worterkennung; Leseverstehen; Leseprozess
Abstract	The National Reading Panel identified fluency as one of the five essential components of reading. Fluency serves as a bridge between word recognition and comprehension. Individuals who are able to read effortlessly and accurately have more capacity to attend to the meaning and, as a result, better understand what they read. The purpose of this study was to review and summarize the research published in peer-reviewed journals between 1970 and 2009 focusing on reading fluency and students who are deaf and hard of hearing. A total of six studies were identified. A summary of each study is presented, and potential educational implications are described. Suggestions for additional research are provided. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10