Improving fluency in at-risk readers and students with learning disabilities

Remedial and Special Education

Volumn 22, Issue 1, 2001, Pages 48-54

  Allinder, Rose M ^a   Dunse, Lynette ^b   Brunken, Cynthia D ^b   Obermiller Krolikowski, Heidi J ^b  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^b Geneva   (Switzerland)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035530914     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/074193250102200106     Document Type: Article

References (44)

1. Allinder, R. M., Fuchs, L. S., & Fuchs, D. (1998). Curriculum-based measurement. In H. B. Vance (Ed.), Psychological assessment of children: Best practices for school and clinical settings (2nd ed.; pp. 106-132). New York: Wiley.
2. Allington, R. L. (1983). Fluency: The neglected goal. The Reading Teacher, 36, 556-561.
3. Allington, R. L. (1984). Oral reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 829-864). New York: Longman.
4. Askew, B. J. (1993). The effect of multiple readings on the behaviors of children and teachers in an early intervention program. Reading & Writing Quarterly: Overcoming Learning Disabilities, 9, 309-315.
5. Balow, I. H., Farr, R. C., & Hogan, T. P. (1992). Metropolitan achievement test 7. San Antonio, TX: Psychological Corporation.
6. Beach, S. A. (1993). Oral reading instruction: Retiring the bird in the round. Reading Psychology, 14, 333-338.
7. Bray, M. A., Kehle, T. J., Spackman, V. S., & Hintze, J. M. (1998). An intervention program to increase reading fluency. Special Services in the Schools, 14, 105-125.
8. Clark, C. H. (1995). Teachings about reading: A fluency example. Reading Horizons, 35, 250-266.
9. Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
10. Dowhower, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory Into Practice, 30, 165-175.
11. Farr, R. C., & Carey, R. F. (1986). Reading: What can be measured? (2nd ed.). Newark, DE: International Reading Association.
12. Fuchs, L. S., & Fuchs, D. (1992). Identifying a measure for monitoring student reading progress. School Psychology Review, 21, 45-58.
13. Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Ferguson, C. (1992). Effects of expert system consultation within curriculum-based measurement, using a reading maze task. Exceptional Children, 58, 436-450.
14. Fuchs, L. S., Hamlett, C., & Fuchs, D. (1997). Monitoring basic skills progress: Reading [Computer software]. Austin, TX: PRO-ED.
15. Hoffman, J. V., & Isaacs, M. E. (1991). Developing fluency through restructuring the task of guided oral reading. Theory Into Practice, 30, 185-194.
16. Homan, S. P., Klesius, J. P., & Hite, C. (1993). Effects of repeated readings and nonrepetitive strategies on students' fluency and comprehension. Journal of Educational Research, 87, 94-99.
17. Howell, K. W., Fox, S. L., & Morehead, M. K. (1993). Curriculum-based evaluation: Teaching and decision making. Pacific Grove, CA: Brooks/ Cole.
18. Jenkins, J. R., & Jewell, M. (1993). Examining the validity of two measures for formative teaching: Reading aloud and maze. Exceptional Children, 59, 421-432.
19. Johns, J. L. (1984). Student perceptions of reading: Insights from research and pedagogical implications. In J. Downing & R. Vatlin (Eds.), Language awareness and learning to read (pp. 57-78). New York: Springer-Verlag.
20. Kameenui, E. J., & Simmons, D. C. (1990). Designing instructional strategies: The prevention of academic learning problems. Columbus, OH: Merrill.
21. Kehret, P. (1996). Earthquake terror. New York: Cobblehill Books/Dutton.
22. LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
23. Lerner, J. W. (2000). Learning disabilities: Theories, diagnosis, and teaching strategies (8th ed.). Boston: Houghton Mifflin.
24. Lipson, M. Y., & Lang, L. B. (1991). Not as easy as it seems: Some unresolved questions about fluency. Theory Into Practice, 30, 218-227.
25. MacGinitie, W. H., Kamons, J., Kowalski, R L., MacGinitie, R. K., & McKay, T. (1978). Gates-MacGinitie reading tests (2nd ed.). Chicago: Riverside.
26. Marston, D. B. (1989). A curriculum-based measurement approach of assessing academic performance: What it is and why do it. In M. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp 18-78). New York: Guilford.
27. Nathan, R. G., & Stanovich, K. E. (1991). The causes and consequences of differences in reading fluency. Theory Into Practice, 30, 176-184.
28. O'Shea, L. J., Sindelar, P. T., & O'Shea, D. J. (1985). The effects of repeated readings and attentional cues on reading fluency and comprehension. Journal of Reading Behavior, 17, 129-142.
29. Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
30. Potter M. L., & Wamre, H. M. (1990). Curriculum-based measurement and developmental reading models: Opportunities for cross-validation. Exceptional Children, 57, 16-25.
31. Prescott, G. A., Balow, I. H., Hogan, T. P., & Farr, R. C. (1984). Metropolitan achievement test. San Antonio, TX: Psychological Corporation.
32. Rasinski, T. V. (1989). Fluency for everyone: Incorporating fluency instruction in the classroom. The Reading Teacher, 42, 690-693.
33. Rasinski, T. V., Padak, N., & Linek, W. (1994). Effects of fluency development on urban second-grade readers. Journal of Educational Research, 87, 158-165.
34. Salvia, J., & Ysseldyke, J. F. (1998). Assessment (7th ed.). Boston: Houghton Mifflin.
35. Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403-408.
36. Schreiber, P. A. (1991). Understanding prosody's role in reading acquisition. Theory Into Practice, 30, 158-164.
37. Semel, E., Wiig, E., & Secord, W. (1995). Clinical evaluation of language fundamentals - Third edition. San Antonio, TX: Psychological Corporation.
38. Shanker, J. L., & Ekwall, E. E. (1998). Locating and correcting reading difficulties (7th ed.). Upper Saddle River, NJ: Merrill.
39. Tindal, G. A., & Marston, D. B. (1990). Classroom-based assessment: Evaluating instructional outcomes. Columbus, OH: Merrill.
40. Weinstein, G., & Cooke, N. L. (1992). The effects of two repeated reading interventions on generalization of fluency. Learning Disability Quarterly, 15, 21-28.
41. Williams, D. M., & Collins, B. C. (1994). Teaching multiplication facts to students with learning disabilities: Teacher-selected versus student-selected material prompts within the delay procedure. Journal of Learning Disabilities, 27, 589-597.
42. Woodcock, R. (1987). Woodcock reading mastery test - Revised. Circle Pines, MN: American Guidance Services.
43. Young, A., & Bowers, P. G. (1995). Individual difference and text difficulty determinants of reading fluency and expressiveness. Journal of Experimental Child Psychology, 60, 428-454.
44. Young, A. R., Bowers, P. G., & MacKinnon, G. E. (1996). Effects of prosodic modeling and repeated reading on poor readers' fluency and comprehension. Applied Psycholinguistics, 17, 59-84.