The effects of text difficulty on second graders' fluency development

Reading Psychology

Volumn 26, Issue 2, 2005, Pages 183-209

  Hiebert, Elfrieda H ^a,b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 20744456595     PISSN: 02702711     EISSN: 15210685     Source Type: Journal    
DOI: 10.1080/02702710590930528     Document Type: Article

References (42)

1. Aaron, I. E., Jackson, D., Riggs, C., Smith, R. G., Tierney, R. J., & Jennings, R. E. (1983). Scott, Foresman Reading. Glenview, IL: Scott Foresman.
2. Afflerbach, P., Beers, J., Blachowicz, C., Boyd, C. D., Diffily, D., Gaunty-Porter, D., Harris, V., Leu, D., McClanahan, S., Monson, D., Perez, B., Sebesta, S., & Wixson, K. K. (2000). Scott Foresman Reading. Glenview, IL: Scott Foresman.
3. Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303.
4. Beck, I. L., McKeown, M., Omanson, R., & Pople, M. (1984). Improving the comprehensibility of stories: The effects of revisions that improve coherence. Reading Research Quarterly, 19, 263-277.
5. Berliner, D. C., & Fisher, C. W. (1985). One more time. In C. W. Fisher & D. C. Berliner (Eds.), Perspectives on instructional time (pp. 333-347). New York: Longman.
6. Betts, E. (1946). Foundations of reading instruction. New York: American Book.
7. Bruce, B. C. (1984). A new point of view on children's stories. In R. C. Anderson, J. Osborn, & R. J. Tierney (Eds.), Learning to read in American schools: Basal readers and content texts (pp. 153-174). Hillsdale, NJ: Erlbaum.
8. California State Board of Education (2002). Reading/language arts/ English language development publishers list (2002-2008 State Board adopted). Sacramento, CA: California Department of Education.
9. Donahue, P. L., Finnegan, R. J., Lutkus, A. D., Allen, N. L., & Campbell, J. R. (2001). The nation's report card for reading: Fourth grade. Washington, DC: National Center for Education Statistics.
10. Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22, 389-406.
11. Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202-224.
12. Duke, N. K., & Kays, J. (1998). "Can I say 'once upon a time'?": Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13, 295-318.
13. Eldredge, J. L., Reutzel, D. R., & Hollingsworth, P. M. (1996). Comparing the effectiveness of two oral reading practices: Round-robin reading and the shared book experience. Journal of Literacy Research, 28, 201-225.
14. Faulkner, H. J., & Levy, B. A. (1994). Fluent and nonfluent forms of transfer in reading: Words and their message. Psychonomic Bulletin and Review, 6, 111-116.
15. Foorman, B. R., Francis, D. J., Davidson, K. C., Harm, M. W., & Griffin, J. (2004). Variability in text features in six grade 1 basal reading programs. Scientific Studies of Reading, 8, 167-197.
16. Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.
17. Glass, G. V., & Hopkins, K. D. (1995). Statistical methods in education and psychology (3rd ed.). Boston: Allyn & Bacon.
18. Good, R. H., Wallin, J. U., Simmons, D. C., Kame-enui, E. J., & Kaminski, R. A. (2002). System-wide percentile ranks for DIBELS Benchmark Assessment (Technical Report 9). Eugene, OR: University of Oregon.
19. Guthrie, J. T., Schafer, W. D., & Huang, C. (2001). Benefits of opportunity to read and balanced instruction on the NAEP. Journal of Educational Research, 94, 145-162.
20. Hasbrouck, J. E., & Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades 2 through 5. Teaching Exceptional Children, 24(3), 41-44.
21. Heckleman, R. G. (1966). Using the neurological impress remedial reading technique. Academic Therapy Quarterly, 1, 235-239.
22. Hiebert, E. H. (2003a, April). The role of text in developing fluency: A comparison of two interventions. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
23. Hiebert, E. H. (2003b). QuickReads. Parsippany, NJ: Pearson Learning Group.
24. Hiebert, E. H., & Fisher, C. W. (2002, April). Text matters in developing reading fluency. Paper presented at the annual meeting of the International Reading Association, San Francisco, CA.
25. Hiebert, E. H. (2005). In pursuit of an effective, efficient vocabulary curriculum for the elementary grades. In E. H. Hiebert & M. Kamil (Eds.), The teaching and learning of vocabulary: Bringing scientific research to practice. Mahwah, NJ: Erlbaum, 243-263.
26. Kellogg, S. (1977). The mysterious tadpole. New York: Dial Books for Young Readers.
27. Kuhn, M. (2005). A comparative study of small group fluency instruction. Reading Psychology, 26(2), 127-146.
28. Medearis, A. S. (1997). Annie's gifts. Glenview, IL: Scott Foresman.
29. Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304-330.
30. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
31. Pearson, P. D., Block, K. C., deLain, M. T., Dewitz, P. A., Englebretson, R., Florio-Ruane, S., Galda, L., Grant, C. A., Hiebert, E. H., Invernizzi, M., Juel, C., Moll, L. C., Paratore, J. R., Raphael, T. E., & Rueda, R. (1998). Literature works. Chicago: Pearson Education.
32. Pinnell, G. S., Pikulski, J. J., Wixson, K. K., Campbell, J. R., Gough, P. B., & Beatty, A. S. (1995). Listening to children read aloud: Data from NAEP's integrated reading performance record (IRPR) at grade 4. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education; Princeton, NJ: Educational Testing Service.
33. Rashotte, C., & Torgesen, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20, 180-188.
34. Rasinski, T. V. (1999). Exploring a method for estimating independent, instructional, and frustration reading rates. Reading Psychology, 20, 61-69.
35. Ravid, R. (1994). Practical statistics for educators. New York: University Press of America.
36. Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403-408.
37. Stahl, S. A., Heubach, K., & Cramond, B. (1997). Fluency-oriented reading instruction (Reading Research Report No. 79). Athens, GA, and College Park, MD: Universities of Georgia & Maryland, National Reading Research Center.
38. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
39. U. S. Congress. (2001). No Child Left Behind Act: Reauthorization of the Elementary and Secondary Education Act (PL 107-110). Retrieved April 10, 2003, from www.ed.gov
40. U. S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. Washington, DC: Author.
41. Wiederholt, J. L., & Bryant, B. R. (2001). Gray Oral Reading Test (4th ed). Austin, TX: Pro-Ed.
42. Zeno, S. M., Ivens, S. H., Millard, R. T., & Duvvuri, R. (1995). The educator's word frequency guide. New York: Touchstone Applied Science Associates, Inc.