Year: 2014
Type: article
Abstract: Long overlooked, reading volume is actually central to the development of reading proficiencies,especially in the development of fluent reading proficiency. Generally no one in schools monitors theactual volume of reading that children engage in. We know that the commonly used commercial corereading programs provide only material that requires about 15 minutes of reading activity daily. Theremaining 75 minute of reading lessons is filled with many other activities such as completingworkbook pages or responding to low-level literal questions about what has been read. Studiesdesigned to enhance the volume of reading that children do during their reading lessons demonstrateone way to enhance reading development. Repeated readings have been widely used in fosteringreading fluency but wide reading options seem to work faster and more broadly in developingreading proficiencies, including oral reading fluency.
Author: Richard L. ALLINGTON
Institution: University of Tennessee at Knoxville
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $350
OpenAlex ID: W1515745742