NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
ERIC Number: ED323519
Record Type: Non-Journal
Publication Date: 1990-Aug-30
Pages: 82
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Increasing Reading Fluency for Learning-Disabled and Remedial Readers.
Moore, Carol
A practicum addressed the problem of lack of fluency of learning-disabled and low-achieving students (N=24) retained in the first grade by using predictable books written in a natural manner emphasizing the children's natural language. Two evaluation procedures from the Reading Miscue Inventory were used to determine the degree to which students reduced miscues that altered the meaning of the text. Retelling of the story gave the reader an opportunity to enhance the construction of meaning. Strategies based upon a holistic view of the reading were implemented to provide students with the ability to sample, predict, and confirm as they made use of the knowledge, within a pragmatic context, of the syntactic, semantic, and graphophonic cueing systems, each interacting in order to process print. Results indicated decreased levels of miscues, taken individually and in sentence context, and a shift in attitude from a subskills or skills view of reading to a more holistic and personal view of reading. Fluency was increased as measured by the goals set for the study. (Two tables of data are included, and 47 references are attached. Appendixes include an analysis of miscues, book selection evaluation, and parental involvement forms.) (Author/MG)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education Consolidation Improvement Act Chapter 1
Identifiers - Assessments and Surveys: Reading Miscue Inventory
Grant or Contract Numbers: N/A