Teacher knowledge about reading fluency and indicators of students' fluency growth in reading first schools

Reading and Writing Quarterly

Volumn 25, Issue 1, 2009, Pages 57-86

  Lane, Holly B ^a   Hudson, Roxanne F ^b   Leite, Walter L ^a   Kosanovich, Marcia L ^c   Strout, Meridith Taylor ^a   Fenty, Nicole S ^d   Wright, Tyran L ^a  

^a UNIVERSITY OF FLORIDA   (United States)

^b UNIVERSITY OF WASHINGTON   (United States)

^c FLORIDA STATE UNIVERSITY   (United States)

^d UNIVERSITY OF LOUISVILLE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 58149327136     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560802491232     Document Type: Article

References (74)

1. Allington, R. L. (1983) Fluency: The neglected goal. The Reading Teacher, 36, pp. 556-561.
2. Allington, R. L. (2000) What really matters for struggling readers: Designing research-based programs, Allyn & Bacon, Boston
3. Allington, R. L. and Johnston, P. H. (2000) What do we know about effective fourth-grade teachers and their classrooms?, National Research Center on English Learning & Achievement., Albany, NY
4. Barr, R. and Sadow, M. W. (1989) Influence of basal programs on fourth-grade reading instruction. Reading Research Quarterly, 24, pp. 44-71.
5. Beck, I. L., Perfetti, C. A. and McKeown, M. G. (1982) Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, pp. 506-521.
6. Blevins, W. (2001) Building fluency: Lessons and strategies for reading success, Scholastic Professional, Scranton, Pa
7. Blok, H., Otter, M. E., Overmaat, M., de Glopper, K. and Hoeksma, J. B. (2003) Literacy programs for initial reading instruction: Do they make a difference in learning outcomes?. Educational Research and Evaluation, 9, pp. 357-371.
8. Bos, C., Mather, N., Narr, R. and Babur, N. (1999) Interactive, collaborative professional development in early reading instruction: Supporting the balancing act. Learning Disabilities Research and Practice, 14, pp. 215-226.
9. Brady, S. and Moats, L. C. (1997) Informed instruction for reading success: Foundations for teacher preparation, International Dyslexia Association, Baltimore, Md.
10. Buck, J. and Torgesen, J. K. (2003) Florida Center for Reading Research, Tallahassee, Fla.
11. Carbo, M. (1992) Eliminating the need for dumbed-down textbooks. Educational Horizons, 70:4, pp. 189-193.
12. Carlisle, J. F., Schilling, S. G., Scott, S. E. and Zeng, J. (2007) Are fluency measures accurate predictors of reading achievement?. Elementary School Journal, 107, pp. 429-448.
13. Carnine, D. (1997) Bridging the research-to-practice gap. Exceptional Children, 63, pp. 513-521.
14. Carnine, D. (1999) Campaigns for moving research into practice. Remedial and Special Education, 20:1, pp. 2-6.
15. Chomsky, C. (1972) Stages in language development and language and language exposure. Harvard Educational Review, 42:1, pp. 1-33.
16. Clay, M. M. (1984) Observing the young reader, Heinemann, Auckland, New Zealand
17. Clay, M. M. (1993) Reading recovery: A guidebook for teachers in training, Heinemann, Portsmouth, NH
18. Cochran-Smith, M. and Lytle, S. L. (1999) Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, pp. 249-305.
19. Compton, D. L. (2000) Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4, pp. 219-259.
20. Cunningham, A., Perry, K., Stanovich, K. and Stanovich, P. (2004) Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54, pp. 139-167.
21. Denton, C. A., Vaughn, S. and Fletcher, J. M. (2003) Bringing research-based practice in reading intervention to scale. Learning Disabilities Research & Practice, 18:3, pp. 201-211.
22. Dowhower, S. L. (1987) Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22:4, pp. 389-406.
23. Duncan, T. E., Duncan, S. C., Alpert, A., Hops, H., Stoolmiller, M. and Muthen, B. O. (1997) Latent variable modeling of longitudinal and multilevel substance use data. Multivariate Behavioral Research, 32:3, pp. 275-318.
24. Dunn, L. and Dunn, L. (1999) Peabody Picture Vocabulary Test-III, AGS, Circle Pine, Minn.
25. Ehri, L. C. (2005) The science of reading: A handbook, pp. 135-154. Blackwell, Oxford
26. Enders, C. K. (2001) A primer on maximum likelihood algorithms available for use with missing data. Structural Equation Modeling, 8:1, pp. 128-141.
27. Fuchs, L. S., Fuchs, D., Hosp, M. and Jenkins, J. R. (2001) Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, pp. 239-256.
28. Gersten, R., Chard, D. and Baker, S. (2000) Factors enhancing sustained use of research-based institutional practices. Journal of Learning Disabilities, 33, pp. 445-457.
29. Gersten, R. and Dimino, J. (2001) The realities of translating research into classroom practice. Learning Disabilities Research and Practice, 16, pp. 120-130.
30. Good, R. H., Simmons, D. and Kame'enui, E. (2001) The importance and decision-making utility of a continuum, of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, pp. 257-288.
31. Good, R. H., Simmons, D. C. and Kame'enui, E. J. (2001) The importance of decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high stakes outcomes. Scientific Studies of Reading, 5, pp. 257-288.
32. Hancock, G. R. and Lawrence, F. R. (2006) Structural equation modeling: A second course, Information Age, Greenwich, Conn.
33. (1995) The literacy dictionary: The vocabulary of reading and writing, International Reading Association, Newark, Del.
34. Hasbrouck, J. and Tindal, G. A. (2006) Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59, pp. 636-644.
35. Hasbrouck, J. E., Ihnot, C. and Rogers, G. H. (1999) "Read Naturally": A strategy to increase oral reading fluency. Reading Research and Instruction, 39:1, pp. 27-38.
36. Hiebert, J., Gallimore, R. and Stigler, J. (2002) A knowledge base for the teaching profession: What would it look like, and how can we get one?. Educational Researcher, 31:5, pp. 3-15.
37. Hu, L. and Bentler, P. M. (1999) Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6:1, pp. 1-55.
38. Hudson, R. F., Lane, H. B. and Pullen, P. C. (2005) Reading fluency assessment and instruction: What, why, and how?. The Reading Teacher, 58, pp. 702-714.
39. Hudson, R. F., Pullen, P. C., Lane, H. B. and Torgesen, J. K. (2009) The complex nature of reading fluency: A multidimensional view. Reading & Writing Quarterly: Overcoming Learning Difficulties, 25:1, pp. 4-32.
40. Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C. L. and Deno, S. L. (2003) Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, pp. 719-729.
41. Kaminski, R. A. and Good, R. H. (1996) Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, pp. 215-227.
42. Leite, W. L. and Stapleton, L. M. (2006)
43. Mather, N., Bos, C. and Babur, N. (2001) Perceptions and knowledge of preservice and inservice teachers about early literacy instruction. Journal of Learning Disabilities, 34, pp. 472-482.
44. McArdle, J. J. and Epstein, D. (1987) Latent growth curves within developmental structural equation models. Child Development, 58:1, pp. 110-133.
45. McCutchen, D., Abbot, R. D., Green, L. B., Beretvas, S. N., Cox, S. Potter, N. S. et al. (2002) Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35, pp. 69-86.
46. McCutchen, D., Harry, D., Cunningham, A., Cox, S., Sidman, S. and Covill, A. (2002) Reading teachers content knowledge of children's literature and phonology. Annals of Dyslexia, 52, pp. 207-228.
47. Mercer, C. D., Campbell, K. U., Miller, M. D., Mercer, K. D. and Lane, H. B. (2000) Effects of a reading fluency intervention for middle schoolers with specific learning disabilities. Learning Disabilities Research & Practice, 15:4, pp. 179-189.
48. Moats, L. C. (1994) Knowledge of language. The missing foundation for teacher education. Annals of Dyslexia, 52, pp. 207-228.
49. Moats, L. C. and Foorman, B. R. (2003) Measuring teachers' content knowledge of language and reading. Annals of Dyslexia, 53, pp. 23-45.
50. Muthen, B. (1994) Multilevel covariance structure analysis. Sociological Methods and Research, 22:3, pp. 376-399.
51. Muthen, L. K. and Muthen, B. O. (2006) Mplus (Version 4.2), Muthen & Muthen, Los Angeles, Calif.
52. Nathan, R. G. and Stanovich, K. E. (1991) The causes and consequences of differences in reading fluency. Theory into Practice, 30, pp. 176-184.
53. (2000) Teaching children to read: An evidence based assessment on the scientific research literature on reading and its implications for reading instruction, U.S. Government Printing Office, Washington, DC
54. O'Connor, R. (1999) Teachers learning ladders to literacy. Learning Disabilities Research & Practice, 14, pp. 203-214.
55. Osborn, J., Lehr, F. and Hiebert, E. H. (2003) A focus on fluency, Pacific Resources for Education and Learning, Honolulu, HI
56. Pinnell, G. S., Pikulski, J. J., Wixson, K. K., Campbell, J. R., Gough, P. B. and Beatty, A. S. (1995) Listening to children read aloud, U.S. Department of Education, National Center for Educational Statistics, Washington, DC
57. Pressley, M., Hilden, K. R. and Shankland, R. K. (2006) An evaluation of end-grade-3 Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Speed reading without comprehension, predicting little, Michigan State University, Literacy Achievement Research Center, East Lansing, Mich.
58. Pressley, M., Wharton-McDonald, R., Allington, R., Block, C. C., Morrow, L. Tracey, D. et al. (2001) A study of effective first-grade literacy instruction. Scientific Studies of Reading, 5, pp. 35-58.
59. Rasinski, T. V. (2003) The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension, Scholastic, New York
60. Raudenbush, S. and Bryk, A. S. (2002) Hierarchical linear models: applications and data analysis methods, Sage, Thousand Oaks, Calif.
61. Roehrig, D., Petscher, Y., Nettles, S., Hudson, R. F. and Torgesen, J. K. (2008) Accuracy of the DIBELS oral reading fluency measure for predicting third grade reading comprehension outcomes. Journal of School Psychology, 46, pp. 343-366.
62. Samuels, S. J. (1979) The method of repeated readings. The Reading Teacher, 32, pp. 403-408.
63. Schatschneider, C., Buck, J., Torgesen, J., Wagner, R., Hassler, L. Hecht, S. et al. (2004)
64. Shaw, R. and Shaw, D. (2002)
65. Smith, S. B., Simmons, D. C. and Kame'enui, E. J. (1998) What reading research tells us about children with diverse learning needs, pp. 129-140. Erlbaum, Mahwah, NJ
66. Spear-Swerling, L. (2006) Children's reading comprehension and oral reading fluency in easy text. Reading and Writing, 19, pp. 199-220.
67. Spear-Swerling, L. and Brucker, P. (2004) Teachers' acquisition of knowledge about English word structure. Annals of Dyslexia, 53, pp. 72-103.
68. Stanovich, K. E. (1986) Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, pp. 360-406.
69. Stein, M., Johnson, B. and Gutlohn, L. (1999) Analyzing beginning reading programs: The relationship between decoding instruction and text. Remedial and Special Education, 20, pp. 275-288.
70. Troyer, S. J. and Yopp, H. K. (1990) Kindergarten teachers' knowledge of emergent, literacy concepts. Reading Improvement, 27, pp. 34-40.
71. (2006)
72. Walsh, K., Glaser, D. and Wilcox, D. D. (2006) What education schools aren't teaching about reading and what elementary teachers aren't learning, National Council on Teacher Quality, Washington, DC
73. Wolf, M. and Katzir-Cohen, T. (2001) Reading fluency and its intervention. Scientific Studies of Reading, 5, pp. 211-238.
74. Zutell, J. and Rasinski, T. V. (1991) Training teachers to attend to their students' reading fluency. Theory into Practice, 30:3, pp. 211-217.