If reading is understood as consisting of multiple kinds of thinking, then listening is one of the most important forms of mental action in which readers engage. Readers must hear sentences in order to make sense of nested syntactic relationships. They also must hear sounds that occur within the text in order to participate in its world, and they…

This study explored third-graders' oral reading fluency (ORF) in easy text in relation to their third- and fourth-grade reading comprehension. It also examined the children's performance on two different measures of text exposure, a self-report questionnaire and a title-recognition test. Although third-graders' ORF related significantly to their…

This study examines how rapid automatized naming (RAN) components-articulation time and pause time-develop from kindergarten to the end of first grade and how RAN components are related to different reading measures and to RAN total time. Sixty-two children were administered RAN tasks in kindergarten and at the beginning and end of Grade 1.…

In this study, we assessed and analyzed 5th grade students' levels of syntactic awareness in relation to their reading fluency and comprehension. The aim was to examine the role of syntactic awareness (children's awareness of the syntactic structure of sentences and their ability to reflect on and manipulate that structure) as a potential source…

In this practitioners' guide, a recognized reading expert explains how educators, parents, and concerned citizens can spot ineffective reading programs that may hide under the "scientifically-based" banner. Although the term "whole language" is not commonly used today, programs based on its premises remain popular. These…

Although techniques of measuring reading rate have been studied and reported in the literature, actual practice is not always consistent with the findings. A study reexamined the reading rate issue in light of additional information regarding the test-taking experience provided directly by the test takers themselves. The purpose of the study was…

The purpose of this report is to examine aspects of oral reading performance--accuracy, rate, and fluency--that cannot be observed from results of the main NAEP (National Assessment of Educational Progress) reading assessment. The results provided here are intended to inform educators and researchers about these three aspects of fourth-graders'…

Examines the common and distinct contributions of context-free and context reading skill to reading comprehension and the contributions of context-free reading skill and reading comprehension to context fluency. Results support the conclusion that word level processes contribute relatively more to fluency at lower levels while comprehension…

Compares the influence of text difficulty on the growth of poor readers' reading ability over 18 weeks of 1-to-1 tutoring. Significant differences favored tutored children. Between approaches, the only significant difference was oral reading fluency, which favored students who read material at their reading level. Students who began with lower…

Notes that to work at the cutting edge of children's reading development, primary-grade teachers need to consider some important questions about materials and curriculum. Discusses why word-recognition prompts are important, describes research on word-recognition prompts, and discusses teachers' materials and word-recognition prompts. Considers…

Examines the effects of adding a repeated reading intervention in the context of the "Corrective Reading Decoding Strategies B2" program on the oral reading fluency of three alternative middle school students for practiced and nonpracticed passages. Concludes that the repeated reading had positive effects for practiced passages but not…

Outlines the following teaching strategies to improve the reading fluency of beginning readers: paired reading, echo reading, mumble reading, chanting lists or stories, repeated and choral readings, memorization tasks, and phrase boundary marking. (MM)

Discusses the elements of reading instruction which are necessary for success with students who have not benefited from indirect or implicit instruction. Demonstrates how characteristics of effective instruction can be integrated into reading instruction by offering a sample lesson on reading fluency. (RS)

Two studies compared intelligence quotient, reading achievement test results, and spelling errors in 57 adult dyslexics, 56 adult nondyslexics, and 25 adult compensated dyslexics. Results suggest that compensated dyslexics appear very similar to nondyslexics in their reading and spelling skills; however, there is a difference in the automaticity…

Examines the efficacy of three assisted reading techniques designed to address reading fluency deficits: repeated reading, oral previewing, and tape-recorded assistance. Reviews procedures and the research base for each. Discusses classroom implications. (SR)