Increasing Word Recognition with Racially Diverse Second-Grade Students Using Fluency-Oriented Reading Approaches

被引：1
|
作者：
Turner, Franklin Dickerson [1 ]
机构：
[1] CUNY Queens Coll, Dept Elementary Educ, Flushing, NY 11367 USA
来源：
JOURNAL OF EDUCATIONAL RESEARCH | 2012年 / 105卷 / 04期
关键词：
literacy; reading instruction; repeated reading; scaffolding; word efficiency; READERS; INSTRUCTION; CHILDREN; TIME;
D O I：
10.1080/00220671.2011.627395
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The author examined the effectiveness of 2 fluency-oriented reading programs on improving reading fluency for an ethnically diverse sample of second-grade students. The first approach is Fluency-Oriented Reading Instruction (S.A. Stahl & K. Heubach, 2005), which incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading is scaffolded by expert readers. The other approach is Wide-Reading Instruction (M.R. Kuhn, 2005), which also utilizes scaffolding by expert readers, but 3 different grade-level texts are read repeatedly each academic week. The results indicate that both Fluency-Oriented Reading Instruction and Wide-Reading Instruction are useful schemes for reading instruction with ethnically diverse second-grade students.
引用
收藏
页码：264 / 276
页数：13
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