Year: 2006
Type: article
Abstract: The purpose of the study was to examine the effects of two instructional approaches designed to improve the reading fluency of 2nd-grade children. The first approach was based on Stahl and Heubach's (2005) fluency-oriented reading instruction (FORI) and involved the scaffolded, repeated reading of grade-level texts over the course of each week. The second was a wide-reading approach that also involved scaffolded instruction. hut that incorporated the reading of 3 different grade-level texts each week and provicled significantly less opportunity for repetition. By the end of the school year. FORI and wide-reading approaches showed similar benefits for standardized measures of word reading efficiency and reading comprehension skills compared to control approachcs. although the benefits of the wide-reading approach emerged earlier and included oral text reading fluency skill. Thus, we conclude that fluency instruction that emphasizes extensive oral reading of grade-level text using scaffolded approaches is effective for promoting reading development in young learners.
Source: Journal of Literacy Research
Authors: Melanie R. Kuhn, Paula J. Schwanenflugel, Robin D. Morris, Lesley Mandel Morrow, Deborah Gee Woo, Elizabeth B. Meisinger, Rose A. Sevcik, Barbara A. Bradley, Steven A. Stahl
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W1987625450