Fluency-oriented reading instruction

Journal of Literacy Research

Volumn 37, Issue 1, 2005, Pages 25-60

  Stahl, Steven A ^a   Heubach, Kathleen M ^b  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

^b UNIVERSITY OF WEST FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33745019555     PISSN: 1086296X     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15548430jlr3701_2     Document Type: Review

References (44)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: M.I.T. Press.
2. Allington, R. L. (1983a). Fluency: The neglected reading goal. The Reading Teacher, 37, 556-561.
3. Allington, R. L. (1983b). The reading instruction provided readers of differing reading abilities. The Elementary School Journal, 83, 549-559.
4. Allington, R. L. (1984). Oral reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 829-864). White Plains, NY: Longman.
5. Anderson, R. C., Wilkinson, I. A. G., & Mason, J. M. (1990). A microanalysis of the small-group guided reading lesson: Effects of an emphasis on global story meaning. Unpublished paper, University of Illinois at Urbana Champaign.
6. 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.
7. Baumann, N. (1995). Reading Millionaires: It works! The Reading Teacher, 48, 730-738.
8. Campbell, D. T., & Stanley, J. C. (1966). Experimental and quasi-experimental designs for research. Chicago: Rand-McNally.
9. Carver, R. P., & Leibert, R. E. (1995). The effect of reading library books at differing levels of difficulty upon gain in reading ability. Reading Research Quarterly, 30, 26-48.
10. Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.
11. Clay, M. M. (1985). The early detection of reading difficulties. Portsmouth, NH: Heinemann.
12. Denburg, S. D. (1976-77). The interaction of pictures and print in reading instruction. Reading Research Quarterly, 12, 176-189.
13. Doehring, D. G., & Aulls, M. W. (1979). The interactive nature of reading acquisition, Journal of Reading Behavior, 11, 27-40.
14. Dowhower, S. L. (1989). Repeated reading: Research into practice. The Reading Teacher, 42, 582-587.
15. Downing, J. (1979). Reading and reasoning. Edinburgh, Scotland: W. & C. Black.
16. Durkin, D. (1974). A six-year study of children who learned to read in school at the age of four. Reading Research Quarterly, 10, 9-61.
17. Gambrell, L. B., Wilson, R. M., & Gantt, W. N. (1981). Classroom observations of task-attending behaviors of good and poor readers. Journal of Educational Research, 74, 400-404.
18. Glaser, B. G., & Strauss. A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
19. Heubach, K., & Ivey, M. G. (1994, December). Self-selection in free reading: Examining book difficulty and factors influencing choice in Grade 2. Paper presented at the annual meeting of the National Reading Conference, San Diego, CA.
20. Hoffman, J. (1987). Rethinking the role of oral reading. Elementary School Journal, 87, 367-373.
21. Juel, C. (1988). Learning to read and write: A longitudinal study of fifty-four children from first through fourth grade. Journal of Educational Psychology, 80, 437-447.
22. Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95, 3-22.
23. Leslie, L., & Caldwell, J. (1988). Qualitative reading inventory. New York: HarperCollins.
24. Madden, N., Slavin, R. E., Karweit, N. L., Dolan, L. J., & Wasik, B. A. (1997). Reading, writing, and tutoring in success for all. In S. A. Stahl & D. A. Hayes (Eds.), Instructional models in reading (pp. 109-130). Hillsdale, NJ: Erlbaum.
25. Martinez, M., & Roser, N. (1985). Read it again: The value of repeated readings during storytime. The Reading Teacher, 38, 782-786.
26. McCormick, C. E., & Mason, J. M. (1986). Intervention procedures for increasing pre-school children's interest in and knowledge about reading. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 90-115). Norwood, NJ: Ablex.
27. Morris, D., & Nelson, L. (1992). Supported oral reading with low achieving second graders. Reading Research and Instruction, 32, 49-63.
28. Mudre, L. H., & McCormick, S. (1989). Effects of meaning-focused cues on underachieving readers' context use, self-corrections, and literal comprehension. Reading Research Quarterly, 24, 89-113.
29. O'Masta, G., & Wolf, J. (1991). Encouraging independent reading through the Reading Millionaires club. The Reading Teacher, 44, 656-662.
30. Rasinski, T. V. (1989). The effects of repeated reading and repeated listening while reading on reading fluency. (ERIC Document Reproduction Service No. ED 384 666)
31. Rasinski, T. V. (1991). Fluency for everyone: Incorporating fluency instruction in the classroom. The Reading Teacher, 43, 690-692.
32. Rasinski, T. V., & Hoffman, J. V. (2003). Oral reading in the school literacy curriculum. Reading Research Quarterly, 38, 510-523.
33. Rasinski, T. V., Padak, N., Linek, W., & Sturtevant, E. (1994). Effects of fluency development on urban second grade readers. Journal of Educational Research, 87, 158-165.
34. Routman, R. (1991). Transitions. Portsmouth, NH: Heinemann.
35. Samuels, S. J. (1985). Automaticity and repeated reading. In J. Osborn, P. T. Wilson, & R. C. Anderson (Eds.), Reading education: Foundations for a literate America (pp. 215-230). Lexington, MA: Lexington Books.
36. Samuels, S. J., Schermer, N., & Reinking, D. (1992). Reading fluency: Techniques for making decoding automatic. In S. J. Samuels & A. E. Farstrup (Eds.), What research says about reading instruction (2nd ed., pp. 124-144). Newark, DE: International Reading Association.
37. Schallert, D. L. (1980). The role of illustrations in reading comprehension. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 503-524). Hillsdale, NJ: Erlbaum.
38. Singer, H., Samuels, S. J., & Spiroff, J. (1973-74). The effects of pictures and contextual conditions on learning responses to printed words. Reading Research Quarterly, 9, 555-567.
39. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
40. Taylor, B. M., Frye, B. J., & Maruyama, G. M. (1990). Time spent reading and reading growth. American Educational Research Journal, 27, 351-362.
41. Taylor, N. E., Wade, M. R., & Yekovich, F. R. (1985). The effects of text manipulation and multiple reading strategies on the reading performance of good and poor readers. Reading Research Quarterly, 20, 566-585.
42. Topping, K. (1987). Paired reading: A powerful technique for parent use. The Reading Teacher, 40, 608-614.
43. Vacca, R., & Rasinski, T. (1992). Cose studies in whole language. New York: HarperCollins.
44. Wixson, K. K., & Lipson, M.Y. (1991). Reading disability. New York: HarperCollins.