Literaturnachweis - Detailanzeige
| Autor/inn/en | Stahl, Steven A.; und weitere |
|---|---|
| Institution | National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD. |
| Titel | Fluency-Oriented Reading Instruction. |
| Quelle | (1994), (71 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Basal Reading; Grade 2; Instructional Effectiveness; Longitudinal Studies; Primary Education; Reading Fluency; Reading Improvement; Reading Programs; Reading Research; Reading Skills; Student Attitudes; Teacher Attitudes; Word Recognition; Georgia |
| Abstract | A two-year study examined the effectiveness of a program to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components--a redesigned basal reading lesson, stressing repeated reading and partner reading; a choice reading period during the day; and a home reading program. To assess the effectiveness of the program, a series of evaluations were conducted. Some evaluations used the entire population of children participating; others used only a sample of that population. Each study is reported with a description of the sample, methods, results, and discussion. Over the two years of the program, students made significantly greater than expected growth in reading ability in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, self-selected partnerings seemed to work best and children chose partners primarily out of friendship. Children tended to choose books that were about or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in the program. (Contains 40 references, and four tables and eight figures of data. A list of interview questions is attached.) (Author/RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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