Making it sound like language: Developing fluency

Reading Teacher

Volumn 55, Issue 6, 2002, Pages 582-584

  Stahl, Steven A ^a,b   Kuhn, Melanie R ^c  

^a CIERA ^*  (United States)

^b UNIVERSITY OF GEORGIA   (United States)

^c RUTGERS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1642353231     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (9)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Berliner, D.C. (1981). Academic learning time and reading achievement. In J.T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 203-226). Newark, DE: International Reading Association.
3. Frith, U. (1985). Beneath the surface of developmental dyslexia. In K.E. Patterson, J.C. Marshall, & M. Colheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301-330). Hillsdale, NJ: Erlbaum.
4. Kuhn, M.R. (2000). The effects of repeated reading and non-repeated reading on comprehension and fluency. Unpublished doctoral dissertation, University of Georgia, Athens.
5. Kuhn, M.R., & Stahl, S.A. (2000). Fluency: A review of developmental and remedial practices (2-008). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement, University of Michigan.
6. Leinhardt, G., Zigmond, N., & Cooley, W. (1981). Reading instruction and its effects. American Educational Research Journal, 18, 343-361.
7. National Reading Panel. (2000). Report of the subgroups. Washington, DC: National Institute of Child Health and Human Development. Retrieved September 30, 2001, from http://www.nationalreadingpanel.org/Publications/subgroups.htm
8. Stahl, S.A., Heubach, K., & Cramond, B. (1997). Fluency-oriented reading instruction. (Research Report No. 79). Athens, GA: National Reading Research Center.
9. Stahl, S.A., Suttles, C.W., & Pagnucco, J.R. (1996). The effects of traditional and process literacy instruction on first graders' reading and writing achievement and orientation toward reading. Journal of Educational Research, 89, 131-144.