Reports that in a word naming experiment, experienced readers of Persian named high frequency transparent Persian words significantly faster than matched low frequency words. Finds no such effects for adults who had, for 10 years, little experience in reading Persian due to emigration to the West; overall, previously experienced adults named words…

Reprints a reading classic, originally published in this journal in 1979. Describes the method of repeated readings, discussing the procedure, comprehension, and theoretical rationale. Compares it with music and sports and notes how versions of this method were used in early schooling. (SR)

A brief experimental analysis of four instructional strategies was administered to 5 children referred for remedial reading services. Assessment isolated a single, effective strategy for each child. Alternating treatment designs were then employed to assess the differential effects of the selected strategy across time and on repeated measures of…

Discusses an integrated theory of literacy development with synchrony between beginning stages of reading and spelling. Explores the reasons why beginning readers read disfluently, fingerpoint, and read aloud. Discusses orthographic correlates to these behaviors. Suggests that fluent reading must wait for a certain power in word knowledge.…

Argues that educators must address the challenge of helping all students read fluently. Presents strategies to improve student performance in reading speed, accuracy, and the ability to chunk meaning into units or gists. Advises teachers to encourage students to increase reading speed as they encounter an unfamiliar word, use repeated readings,…

Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in academic responding. As a consequence, the variables that may help students to generalize newly learned forms of academic responding like reading are not well understood. Furthermore, experimental analyses of reading fluency interventions…

Research has shown fluency plays a vital role in learning. Precision Teaching, a method for measuring behavior and facilitating decision-making, has demonstrated it can benefit teachers interested in fostering fluency. Through the use of a systematic practice routine derived from Precision Training, teachers can apply a method that efficiently…

Research has consistently demonstrated that strategic preteaching activities led to improved reading fluency, but lacked studies examining the effect on reading comprehension. The current study investigated the effect of teaching unknown key words as a preteaching strategy with 20 students identified as learning disabled in basic reading skills…

This article proposes that visual encoding learning improves reading fluency by widening the span over which letters are recognized from a fixated text image so that fewer fixations are needed to cover a text line. Encoder is a connectionist model that learns to convert images like the fixated text images human readers encode into the…

This study tested the hypothesis whether older dyslexic children may obtain fewer gains on fluency and accuracy with respect to their younger peers after specific remediation. Changes in accuracy and fluency of a group of children with a diagnosis of dyslexia attending third and fourth grades were compared with those obtained by a group of…

Response to intervention (RTI) involves ongoing evaluation of children's responsiveness to different levels of evidence-based interventions as a basis for eligibility determination. If students fail to make expected rates of progress, instruction is changed and, in most cases, intensified. Based on behavior-analytic models of effective instruction…

Most school-age boys score lower than girls at every level on standardized tests of reading comprehension in almost every country where tested. The amount of reading that a child does is directly related to reading fluency; the more one reads, the more proficient one becomes. After reviewing theories and research studies investigating why boys…

This article describes pertinent information regarding national and state standards and tests; instructional techniques for teaching word recognition, fluency, vocabulary knowledge, and comprehension skills; the selection of appropriate texts and materials; reader response; the diverse student learner; and a variety of authentic assessments that…

A total of 46 children in Grades 2 and 3 with low word-level skills were randomly assigned to 1 of 2 groups that received supplemental phonics-based reading instruction. One group received intervention October through March (21.5 hours), and one group served as a control from October through March and later received intervention March through May…

This paper exposes how function words and their prosodic features play a part in learning and teaching to read in the early years. It sketches the place that function words have in the grammar of English and describes their phonological features, especially their weak stress and its role in the prosodic quality of sentences. It considers the ways…