This paper examines learners' fluency development in L2 silent reading rate and comprehension. In both L1 and L2 readings, a positive relationship between readers' silent reading rate and comprehension has not been as firmly established as theories might propose. Based on Wallot et al. (2014), the paper indicates the need to look at readers'…

Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for…

This article presents critical issues related to word reading development within Ehri's theoretical context by focusing primarily on the relation of decoding skill (of nonwords) to word reading and the development of unitization. Within this context, issues and considerations related to research, measurement, and reading development are presented…

Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students…

Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention.…

Learning disabled students with lack of fluency in oral reading may be helped to experience a "feel" for fluency through any of six alternative reading techniques: (1) imitative reading, (2) repeated readings, (3) radio reading, (4) phrase reading, (5) paired reading, and (6) neurological impress method. (CL)

Presents five ideas for helping second through fifth graders make important gains in reading fluency, including: model fluent reading; do repeated readings in class; promote phrased reading in class; enlist tutors to help out; and have a reader's theater in class. A sidebar offers poetry books for repeated and phrased readings. (SM)

Offers four methods for improving the reading fluency of poor readers: three-minute repeated timings, repeated readings, taped reading, and model reading. Suggests that these methods allow the poor reader to attend to meaning. (FL)

Reviews the research on the relationship of metacognition to fluent reading and offers techniques for developing knowledge of and fluency in reading. (AEA)

Argues that choral reading of poetry can help children develop fluency in reading and offers some techniques and some poems for use in choral reading. (FL)

Concludes that choral reading poetry is a good small-group, or even whole class approach, to building oral reading fluency in terms of both theoretical support and feasibility in classroom teaching situations. (FL)

Work with a longitudinal low-income sample of almost 200 early readers revealed that schools that focus entirely on teaching decoding skills in the early grades neglect the essential vocabulary knowledge that students need to become competent readers. (Contains 20 references and 5 tables.) (MLF)

An interview with Dr. Shaywitz , pediatrician, neuroscientist, and member of the National Reading Panel, focuses on the ways the brains of young children develop and what can be done to prevent early learning difficulties. (MLF)

Procedures are presented for improving the reading fluency and comprehension of students with mild handicaps, through use of the neurological impress method and repeated readings method with some modifications. Precision teaching techniques are used in conjunction with these methods, to measure performance, monitor improvement, and design…

Introduces middle and secondary school teachers to wordless picture books and discusses how such books can be used to alleviate students' lack of reading fluency. Provides a list of wordless picture books that appeal to older students. (FL)