Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Elementary Education | 1 |
| Independent Reading | 1 |
| Models | 1 |
| Reading Ability | 1 |
| Reading Comprehension | 1 |
| Reading Fluency | 1 |
| Reading Instruction | 1 |
| Reading Skills | 1 |
| Reading Tests | 1 |
| Stimuli | 1 |
| Structural Equation Models | 1 |
| More ▼ | |
Source
| Reading Research Quarterly | 1 |
Author
| Kuhn, Melanie R. | 1 |
| Meisinger, Elizabeth B. | 1 |
| Morris, Robin D. | 1 |
| Schwanenflugel, Paula J. | 1 |
| Strauss, Gregory P. | 1 |
| Wisenbaker, Joseph M. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
Audience
Location
| Georgia | 1 |
| New Jersey | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSchwanenflugel, Paula J.; Meisinger, Elizabeth B.; Wisenbaker, Joseph M.; Kuhn, Melanie R.; Strauss, Gregory P.; Morris, Robin D. – Reading Research Quarterly, 2006
The goals of this study were to (a) develop an empirically based model regarding the development of fluent and automatic reading in the early elementary school years and (b) determine whether fluent text-reading skills provided benefits for reading comprehension beyond those accounted for by fluent word decoding. First-, second-, and third-grade…
Descriptors: Reading Ability, Reading Fluency, Elementary Education, Reading Skills
