Paula J. Schwanenflugel|Melanie Kühn|Robin D. Morris|Lesley Mandel Morrow|Elizabeth B. Meisinger|Deborah Woo|Matthew Quirk|Rose A. Sevcik
Insights into Fluency Instruction: Short- and Long-Term Effects of Two Reading Programs
University of Georgia|Rutgers, The State University of New Jersey|Georgia State University|Rutgers, The State University of New Jersey|University of Memphis|New Jersey City University|University of California, Santa Barbara|Georgia State University
purpose study examine short longterm effects two instructional approaches designed improve reading fluency secondgrade children fluencyoriented reading instruction fori stahl heubach 2005 stahl heubach k 2005 fluencyoriented reading instruction journal literacy research 37 2560 crossref web science google scholar wide reading approach kuhn et al 2006 kuhn r schwanenflugel p j morris r morrow l bradley b ameisinger e 2006 teaching children become fluent automatic readers journal literacy research 38 357387 crossref pubmed web science google scholar end second grade children wide reading classrooms showed better fluency selfconcept compared children control classrooms classroom observations indicated children fori classrooms likely offtask controls however end third grade children programs displayed better comprehension conclude extensive longterm focus oral reading complex texts using practices scaffold reading second grade beneficial longterm development reading comprehension skills