Is fluent, expressive reading important for high school readers?

Journal of Adolescent and Adult Literacy

Volumn 56, Issue 1, 2012, Pages 67-76

  Paige, David D ^a   Rasinski, Timothy V ^b   Magpuri Lavell, Theresa ^a  

^a BELLARMINE UNIVERSITY   (United States)

^b KENT STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84866555325     PISSN: 10813004     EISSN: None     Source Type: Journal    
DOI: 10.1002/JAAL.00103     Document Type: Article

References (54)

1. American College Testing. (2010). The condition of college and career readiness 2010. Retrieved March 7, 2012, from wwwact.org/research/policymakers/ cccr10/pdf/ConditionofCollegeandCareerReadiness2010.pdf.
2. Ashby, K. (2006). Prosody in skilled silent reading: Evidence from eye movements. Journal of Research in Reading, 29(3), 318-333. doi:10.1111/j.1467- 9817.2006.00311.x.
3. Benjamin, R. G., & Schwanenflugal, P. J. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45(4), 388-404.
4. Cassidy, J., & Cassidy, D. (2010). What's hot for 2010. Reading Today, 26(4), 1, 8, 9.
5. Cassidy, J., Ortlieb, E., & Shettel, J. (2011). What's hot for 2011. Reading Today, 28(3), 1, 6, 7, 8.
6. Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.
7. Cohen, J.A. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37- 46. doi:10.1177/ 001316446002000104.
8. Daane, M.C., Campbell, J.R., Grigg, W.S., Goodman, M.J., & Oranje, A. (2005). Fourth-grade students reading aloud: NAEP 2002 special study of oral reading. Washington, DC: U.S. Department of Education, Institute of Education Sciences.
9. Fleiss, J.L., Levin, B., & Paik, M.C. (2003). Statistical methods for rates and proportions. Hoboken, NJ: Wiley. doi:10.1002/0471445428.
10. Gamse, B.C., Bloom, H.S., Kemple, J.J., & Jacob, R.T. (2008). Reading First impact study: Interim report. Washington, DC: National Center for Education Evaluation and Regional Assistance, U.S. Department of Education.
11. Goodman, K.S. (2006). A critical review of DIBELS. In K.S. Goodman (Ed.), The truth about DIBELS: What it is, what it does (pp. 1-39). Portsmouth, NH: Heinemann.
12. Griffith, L.W., & Rasinski, T.V. (2004). A focus on fluency: How one teacher incorporated f luency with her reading curriculum. The Reading Teacher, 58(2), 126-137. doi:10.1598/RT.58.2.1.
13. Kelley, M., & Clausen-Grace, N. (2006). R5: The sustained silent reading makeover that transformed readers. The Reading Teacher, 60(2), 148-156. doi:10.1598/RT.60.2.5.
14. Kim, J.S., & White, T.G. (2008). Scaffolding voluntary summer reading for children in grades 3 to 5: An experimental study. Scientific Studies of Reading, 12(1), 1-23. doi:10.1080/10888430701746849.
15. Klauda, S.L., & Guthrie, J.T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310-321. doi:10.1037/0022-0663.100.2.310.
16. LaBerge, D., & Samuels, S.A. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323. doi:10.1016/0010-0285(74)90015-2.
17. Lee, J. (2010). Tripartite growth trajectories of reading and math achievement: Tracking national academic progress at primary, middle, and high school levels. American Educational Research Journal, 47(4), 800-832. doi:10.3102/0002831210365009.
18. Logan, G.D. (1988). Toward an instance theory of automatization. Psychological Review, 95(4), 492-527. doi:10.1037/0033-295X.95.4.492.
19. Logan, G.D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly, 13(2), 123-146. doi:10.1080/1057356970130203.
20. Martinez, M., Roser, N., & Strecker, S. (1999). "I never thought I could be a star": A Readers Theatre ticket to reading fluency. The Reading Teacher, 52(4), 326-334.
21. McCallister, C. (2010). Unison reading: Socially inclusive group instruction for equity and achievement. Thousand Oaks, CA: Corwin.
22. Miller, J. M., & Schwanenf lugel, P. J. (2006). Prosody of syntactically complex sentences in the oral reading of young children. Journal of Educational Psychology, 98, 839-853.
23. National Center for Education Statistics. (2009). The nation's report card. Reading 2009: National Assessment of Educational Progress at grades 4 and 8 (NCES 2010-458). Washington, DC: Institute of Education Sciences, U.S. Department of Education. Retrieved November 2, 2010, from nces.ed.gov/ nationsreportcard/reading.
24. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
25. Paige, D.D. (2008). An evaluation of whole-class choral reading using science text on oral reading fluency in adolescents. (Unpublished doctoral dissertation). University of Memphis, Tennessee.
26. Paige, D.D. (2011a). 16 minutes of "eyes-on-text" can make a difference: Whole-class choral reading as an adolescent fluency strategy. Reading Horizons, 51(1), 1-20.
27. Paige, D.D. (2011b). Engaging struggling adolescent readers through situational interest: A model proposing the relationships among extrinsic motivation, oral reading proficiency, comprehension, and academic achievement. Reading Psychology, 32(5), 395-425. doi:10.1080/02702711.2 010.495633.
28. Paige, D.D. (2012). The importance of adolescent literacy. In T. Rasinski, C. Blachowicz, & K. Lems (Eds.), Fluency instruction: Research-based best practices (2nd ed., pp. 55-71). New York: Guilford.
29. Paige, D.D., & Magpuri-Lavell, T. (2011). Unpacking adolescent literacy skills in a high-poverty, urban high school. In T. Morrison, L. Martin, M. Boggs, & S. Szabo (Eds.), Association of Literacy Educators and Researchers yearbook: Literacy promises (Vol. 33, pp. 219-236). Commerce, TX: Association of Literacy Educators and Researchers.
30. Perfetti, C.A. (1977). Language comprehension and fast decoding: Some psycholinguistic prerequisites for skilled reading comprehension. In J.T. Guthrie (Ed.), Cognition, curriculum and comprehension (pp. 20-41). Newark, DE: International Reading Association.
31. Perfetti, C.A. (1985). Reading ability. New York: Oxford University Press.
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. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
33. Pressley, M., Hilden, K., & Shankland, R. (2005). An evaluation of end-grade-3 Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Speed reading without comprehension, predicting little (Tech. rep.). East Lansing: Michigan State University, Literacy Achievement Research Center.
34. Rasinski, T.V. (2012). Why reading fluency should be hot! The Reading Teacher, 65(8), 516-522.
35. Rasinski, T.V. (2006). Reading f luency instruction: Moving beyond accuracy, automaticity, and prosody. The Reading Teacher, 59(7), 704-706. doi:10.1598/RT.59.7.10.
36. Rasinski, T.V. (2010). The fluent reader: Oral and silent reading strategies for building word recognition, fluency, and comprehension (2nd ed.). New York: Scholastic.
37. Rasinski, T.V., & Padak, N.D. (2005a). Three minute reading assessments: Word recognition, fluency, and comprehension for grades 1-4. New York: Scholastic.
38. Rasinski, T.V., & Padak, N.D. (2005b). Three minute reading assessments: Word recognition, fluency, and comprehension for grades 5-8. New York: Scholastic.
39. Rasinski, T.V, Padak, N.D., McKeon, C.A., Wilfong, L.G., Friedauer, J.A., & Heim, P. (2005). Is reading fluency a key for successful high school reading? Journal of Adolescent & Adult Literacy, 49(1), 22-27. doi:10.1598/JAAL.49.1.3.
40. Rasinski, T.V., Rikli, A., & Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern for the primary grades? Literacy Research and Instruction, 48(4), 350-361. doi:10.1080/19388070802468715.
41. Rasinski, T.V., Reutzel, C.R., Chard, D., & Linan-Thompson, S. (2011). Reading fluency. In M.L. Kamil, P.D. Pearson, E.B. Moje, & P.P. Afflerbach (Eds.), Handbook of reading research (Vol. IV, pp. 286-319). New York: Routledge.
42. Rees, R. (2005). The impact of participation in Readers Theatre on reading attitudes and fluency skills among ninth gradestudents in an alternative program. (Unpublished doctoral dissertation). Akron, OH: University of Akron.
43. Reutzel, D.R., Fawson, P.C., & Smith, J.A. (2008a). Reconsidering silent sustained reading: An exploratory study of scaffolded silent reading (ScSR). The Journal of Educational Research, 102(1), 37-50. doi:10.3200/JOER. 102.1.37-50.
44. Reutzel, D.R., Jones, C.D., Fawson, P.C., & Smith, J.A. (2008b). Scaffolded silent reading (ScSR): An alternative to guided oral repeated reading that works! The Reading Teacher, 62(3), 194-207. doi:10.1598/RT.62.3.2.
45. Samuels, S.J. (1979). The method of repeated readings. The Reading Teacher, 32(4), 403-408.
46. Samuels, S.J. (2007). The DIBELS tests: Is speed of barking at print what we mean by fluency? Reading Research Quarterly, 42(4), 563-566.
47. Schreiber, P.A. (1980). On the acquisition of reading fluency. Journal of Reading Behavior, 12(3), 177-186.
48. Schreiber, P. A. (1991). Understanding prosody's role in reading acquisition. Theory Into Practice, 30(3), 158-164.
49. Schwanenflugel, P.J., Hamilton, A.M., Kuhn, M.R., Wisenbaker, J.M., & Stahl, S.A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96(1), 119-129. doi:10.1037/0022-0663.96.1.119.
50. Schwanenflugel, P.J., Meisinger, E.B., Wisenbaker, J.M., Kuhn, M.R., Strauss, G.P., & Morris, R.D. (2006). Becoming a fluent and automatic reader in the early elementary years. Reading Research Quarterly, 41(4), 496-522. doi:10.1598/RRQ.41.4.4.
51. Taylor, S. (2011). Exploring silent reading fluency: Its nature and development.
52. Springfield, IL: Thomas Willingham, D. (2007). The usefulness of brief instruction in reading comprehension strategies. American Educator, 30, 39-50.
53. Young, C., & Rasinski, T. (2009). Implementing reader's theatre as an approach to classroom fluency instruction. The Reading Teacher, 63(1), 4-13. doi:10.1598/RT.63.1.1.
54. Zutell, J., & Rasinski, T. V. (1991). Training teachers to attend to their students' oral reading fluency. Theory Into Practice, 30(3), 211-217.