Transfer from Word Training to Reading in Context: Gains in Reading Fluency and Comprehension.

Levy, Betty Ann; Abello, Brent; Lysynchuk, Linda

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Peer reviewed

ERIC Number: EJ556902

Record Type: CIJE

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0731-9487

EISSN: N/A

Transfer from Word Training to Reading in Context: Gains in Reading Fluency and Comprehension.

Levy, Betty Ann; Abello, Brent; Lysynchuk, Linda

Learning Disability Quarterly, v20 n3 p173-88 Sum 1997

Two studies with poor readers in grade 4 (total N=68) examined the relationship between word identification speed and story reading fluency. Benefits were found for single-word practice prior to reading stories containing those words, even for children who were particularly poor namers. Results are related to theoretical links between fluency and comprehension and theories of developmental deficits. (Author/DB)

Descriptors: Drills (Practice), Grade 4, Instructional Effectiveness, Intermediate Grades, Intervention, Learning Theories, Reading Ability, Reading Comprehension, Reading Difficulties, Reading Fluency, Remedial Reading, Teaching Methods, Theory Practice Relationship, Word Recognition

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Special Issue: Intervention--Part 2.