title: Teaching Children to Become Fluent and Automatic Readers.
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.
authors: Department of Learning and Teaching, Rutgers, the State University of New Jersey.
authors: Melanie R
authors: MR
authors: Kuhn
authors: Paula J
authors: PJ
authors: Schwanenflugel
authors: Robin D
authors: RD
authors: Morris
authors: Lesley Mandel
authors: LM
authors: Morrow
authors: Deborah Gee
authors: DG
authors: Woo
authors: Elizabeth B
authors: EB
authors: Meisinger
authors: Rose A
authors: RA
authors: Sevcik
authors: Barbara A
authors: BA
authors: Bradley
authors: Steven A
authors: SA
authors: Stahl