Reading Fluency in the Middle and Secondary Grades

Autor/inn/en	Paige, David D.; Magpuri-Lavell, Theresa
Titel	Reading Fluency in the Middle and Secondary Grades
Quelle	In: International Electronic Journal of Elementary Education, 7 (2014) 1, S.83-96 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Reading Fluency; Middle School Students; High School Students; English (Second Language); Secondary School Teachers; Middle School Teachers; Word Study Skills; Teaching Methods; Foreign Countries; Reading Comprehension; Suprasegmentals; Decoding (Reading); Reading Instruction; Second Language Learning; Oral Reading; Large Group Instruction; Cooperative Learning; Syllables; Morphemes; India + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Wortschatzanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Leseverstehen; Dekodierung; Leseunterricht; Zweitsprachenerwerb; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Kooperatives Lernen; Silbe; Morphem; Indien
Abstract	In this article we discuss the specifics of reading fluency and provide suggestions for identifying when reading is fluent and when it is not. We then discuss the important role that reading fluency plays in the attainment of literacy achievement and briefly review research results that highlight the relationship between fluency and comprehension. This is followed by a discussion of reading fluency and comprehension data gathered by one of the authors in India that highlight the possibilities for the acquisition of fluent reading in those learning English as a second language. Following a review of strategies to assist middle and secondary teachers with the development of fluent reading in their students, we conclude with a discussion of word study strategies that promote syllabic and morphemic analysis. Such strategies aid readers in the development of word automaticity and encourage the development of fluent reading. (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