Reading Fluency

Reading Fluency
Author: Timothy Rasinski
Publisher: MDPI
Total Pages: 146
Release: 2021-01-21
Genre: Social Science
ISBN: 3039432680

Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.

Interventions for Students with Learning Disabilities

Interventions for Students with Learning Disabilities
Author: H. Lee Swanson
Publisher: Guilford Press
Total Pages: 730
Release: 1999-04-23
Genre: Education
ISBN: 9781572304499

The first comprehensive quantitative analysis of intervention research in the learning disabilities field, this volume synthesizes the results of 272 scientifically credible group and single-subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent findings on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. Addressing such questions as the merits of inclusion settings and the relative benefits of direct and strategy instruction, Swanson offers timely recommendations for instructional design, assessment, and policy.

40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12

40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12
Author: Elaine K. McEwan
Publisher: Corwin Press
Total Pages: 201
Release: 2007-05-01
Genre: Education
ISBN: 1452294593

"The book′s major strengths are its ease of use and the range of approaches to address many different reading issues. You can read straight through for a host of ideas, or you can pinpoint exactly which kind of strategy to explore." —Kristie Mary Betts, English Teacher Peak to Peak High School, Lafayette, CO "Bottom line: This book is reader friendly! Teachers in the content areas can quickly and easily find specific ideas to help students." —Barbara L. Townsend, Reading Specialist Elkhorn Area School District, WI Help for students who are overwhelmed, feel confused, can′t remember, lack language skills, or just don′t get it. In today′s era of accountability, teachers are expected to help all secondary students understand complex concepts and ideas and demonstrate proficiency on high-stakes tests. To promote success for struggling readers in all content areas, expert educator Elaine K. McEwan offers 40 user-friendly and easy-to-implement strategies in an invaluable text that includes three tables of contents (traditional, topical, and problem-solving) formatted for quick and easy reference. Each of the 40 research-based and classroom-tested techniques features: An intriguing quotation or definition to grab your attention A brief description of the method and suggestions for implementation Recommended resources to gain a more in-depth understanding of the method Research citations to demonstrate the power of the method to get results Offering cross-references and advance organizers throughout, this book provides the specific yet comprehensive information you need to support all students with reading difficulties.

The Effects of Second-language Repeated Reading on Reading Comprehension and Incidental Vocabulary Acquisition

The Effects of Second-language Repeated Reading on Reading Comprehension and Incidental Vocabulary Acquisition
Author: Cheng-Ling Chen
Publisher:
Total Pages:
Release: 2018
Genre:
ISBN:

Reading in a second language (L2) is considered a necessary skill in increasingly globalized societies. Not only is reading for purposes of comprehension necessary for survival, also reading in an L2 is an important means by which L2 acquisition occurs, particularly where vocabulary is concerned. Consequently, there is a strong demand for L2 research to investigate the instructional conditions that will best promote reading comprehension and vocabulary through efficient and effective reading strategies. The current study addressed this dual need, reading comprehension and vocabulary acquisition, through an investigation of a particular type of pedagogical intervention, repeated reading (RR; i.e., multiple encounters with the same text), with high school English language learners in Taiwan. The study examined the effects of three conditions - Unassisted RR (repeated reading only), Assisted RR (repeated reading plus listening), and Control - on the participants' reading comprehension and incidental vocabulary acquisition through a pre-test, post-test, and delayed post-test design.