Timothy V. Rasinski|S. Jay Samuels|Elfrieda H. Hiebert|Yaacov Petscher|Karen Feller
The Relationship Between a Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting
Kent State University|Minnesota Department of Education|University of Minnesota|University of California, Berkeley
reading fluency identified key component effective literacy instruction national reading panel 2000 instruction reading fluency shown lead improvements reading achievement reading fluency instruction commonly associated guided repeated oral reading instruction present retrospective study examine effects computerbased silent reading fluency instructional system called reading plus taylor associates winooski vermount usa reading comprehension overall reading achievement large corpus students urban school setting findings indicate program resulted positive substantial significant improvements reading comprehension overall reading achievement criterion referenced reading test grades 5 6 7 8 9 normreferenced test reading achievement grades 4 5 6 7 8 10 moreover mean gains made students reading plus intervention greater mean gains students state district level findings generally positive subpopulations studied including special education regular education students qualitative reports teachers participated study also supportive program implications study explored particular subgroups students role fluency instruction struggling adolescent readers