Evaluating the Effectiveness of Fluency-Oriented Reading Instruction with Increasing Black and Latino Reading Fluency, as Compared to Asian and White Second-Grade Students' Reading Fluency

Autor/in	Turner, Franklin Dickerson
Titel	Evaluating the Effectiveness of Fluency-Oriented Reading Instruction with Increasing Black and Latino Reading Fluency, as Compared to Asian and White Second-Grade Students' Reading Fluency
Quelle	In: Journal of Negro Education, 79 (2010) 2, S.112-124 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Reading Fluency; Reading Instruction; Instructional Effectiveness; African American Students; Hispanic American Students; Asian American Students; White Students; Grade 2; Elementary School Students; Reading Achievement; Reading Comprehension; Scaffolding (Teaching Technique); Repetition; Word Recognition; Comparative Analysis; New Jersey; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Leseunterricht; Unterrichtserfolg; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; School year 02; 2. Schuljahr; Schuljahr 02; Leseleistung; Leseverstehen; Wiederholung; Worterkennung; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study examined the effectiveness of Fluency-Oriented Reading Instruction (FORI) on improving reading fluency for an ethnically diverse sample of second-grade students. FORI incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading uses scaffolding by expert readers. Results indicate that FORI is a useful scheme for reading instruction with a diverse second-grade student population. Asian, Black, Latino, and White second-grade students made significant improvements in word efficiency and reading comprehension. (Contains 2 tables.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10