Fluency-Oriented Reading Instruction

Autor/inn/en	Stahl, Steven A.; Heubach, Kathleen M.
Titel	Fluency-Oriented Reading Instruction
Quelle	In: Journal of Literacy Research, 37 (2005) 1, S.25-60 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
Schlagwörter	Basal Reading; Word Recognition; Reading Programs; Reading Achievement; Reading Fluency; Reading Materials; Scaffolding (Teaching Technique); Teacher Attitudes; Student Attitudes; Grade 2; Reading Instruction; Cooperative Learning; Program Evaluation + Suchen Sie Ihr Suchwort? Lesetraining; Worterkennung; Leseleistung; Lehrerverhalten; Schülerverhalten; School year 02; 2. Schuljahr; Schuljahr 02; Leseunterricht; Kooperatives Lernen; Programme evaluation; Programmevaluation
Abstract	This paper reports the results of a two-year project designed 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 that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement 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, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at 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 this program. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10