ERIC Number: EJ728577
Record Type: Journal
Publication Date: 2005
Pages: 36
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1086-296X
EISSN: N/A
Fluency-Oriented Reading Instruction
Stahl, Steven A.; Heubach, Kathleen M.
Journal of Literacy Research, v37 n1 p25-60 Spr 2005
This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.
Descriptors: Basal Reading, Word Recognition, Reading Programs, Reading Achievement, Reading Fluency, Reading Materials, Scaffolding (Teaching Technique), Teacher Attitudes, Student Attitudes, Grade 2, Reading Instruction, Cooperative Learning, Program Evaluation
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A