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AutorenZimmerman, Belinda S.; Rasinski, Timothy V.; Was, Christopher A.; Rawson, Katherine A.; Dunlosky, John; Kruse, Sharon D.; Nikbakht, Elham
TitelEnhancing Outcomes for Struggling Readers: Empirical Analysis of the Fluency Development Lesson
QuelleIn: Reading Psychology, 40 (2019) 1, S.70-94 (25 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0270-2711
DOI10.1080/02702711.2018.1555365
SchlagwörterOutcomes of Education; Reading Difficulties; Reading Achievement; Elementary School Students; Instructional Effectiveness; Reading Centers; Program Length; Literacy; Reading Comprehension; Reading Fluency; Word Recognition; Accuracy; Reading Rate; Suprasegmentals; Intervention; Reading Improvement; Reading Instruction; Summer Programs; Poetry; Practicums; Graduate Students; Grade 1; Grade 2; Grade 3; Oral Reading
AbstractThis study investigated the efficacy of the Fluency Development Lesson (FDL) in improving reading achievement in primary grade struggling readers. 30 readers, enrolled in a summer reading clinic, participated in daily 40-min mini-reading lessons across 5 weeks. During the fluency lessons, readers practiced and developed their literacy skills through participation in repeated readings, word work, rehearsal, and performance. Assessments measured comprehension, reading fluency, including word recognition accuracy, reading speed, and prosody. Control students also took the pre- and post-intervention tests; their performance did not change with repeated testing. The Fluency Development Lesson students showed significant gains on all measures. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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