Effects of Fluency Training on Second Graders' Reading Comprehension

Reutzel, D. Ray; Hollingsworth, Paul M.

doi:10.1080/00220671.1993.9941225

Cited by 53 publications

(30 citation statements)

References 11 publications

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“…Practice was found to improve significantly decoding skills (Thomas & Clapp, 1989), spelling (Stanovich & West, 1989), speed and accuracy of reading, namely fluency (Chafouleas, Martens, Dobson, Weinstein, & Gardner, 2004;Dowhower, 1987;Peterson, Scott & Sroka, 1990;Rashotte & Torgesen, 1985;Rasinski, 1990;Taguchi, 1997;Taguchi & Gorsuch, 2002) reading comprehension (Dowhower, 1987;Homan, 1991;Reutzel & Hollingsworth, 1993;Taguchi & Gorsuch, 2002;Taylor, Wade & Yekovich, 1985) and overall linguistic performance, including vocabulary and oral discourse. However, results of a large number of studies led to the conclusion that non-repetitive procedures based on reading a large number of passages with repetitive words, and assisted rather than unassisted practice are preferable when efficiency in reading is desired (Blum, Koskinen, Tennant, Parker, Straub & Curry, 1995;Cunningham & Stanovich, 1990, 1991Dowhower, 1987;Koskinen, Bisson, Phillips, Creamer & Baker, 1999;Rashotte & Torgesen, 1985).…”

Section: Studies Of Reading Practicementioning

confidence: 96%

Individual differences in reading comprehension gains from assisted reading practice: pre existing conditions, vocabulary acquisition, and amounts of practice

Shany

Biemiller

2009

Read Writ

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We conducted a study of the effects of assisted reading practice (Shany & Biemiller, 1995). In this paper we examined the original data to find factors affecting gains in reading comprehension. We contrasted 14 children who had below median gains in reading comprehension and 15 who had above median gains. There were no significant correlations between pre-program language and reading measures and reading comprehension gains. High comprehension gainers made significantly larger gains in vocabulary. In the previous report on this research, we found that reading practice had large beneficial impact on reading comprehension. In this study we also found that children who gained significantly more vocabulary had also significantly higher gains in reading comprehension. Implications are discussed.

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Section: Studies Of Reading Practicementioning

confidence: 96%

Individual differences in reading comprehension gains from assisted reading practice: pre existing conditions, vocabulary acquisition, and amounts of practice

Shany

Biemiller

2009

Read Writ

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“…The effects of the oral recitation lesson were examined in two studies by Reutzel and Hollingsworth (Reutzel & Hollingsworth, 1993;Reutzel, Hollingsworth, & Eldredge, 1994). Both of these studies involved second graders.…”

Section: Integrated Fluency Lessonsmentioning

confidence: 99%

Fluency: A review of developmental and remedial practices.

Kühn¹,

Stahl²

2003

Journal of Educational Psychology

723

645

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The authors review theory and research relating to fluency instruction and development. They surveyed the range of definitions for fluency, primary features of fluent reading, and studies that have attempted to improve the fluency of struggling readers. They found that (a) fluency instruction is generally effective, although it is unclear whether this is because of specific instructional features or because it involves children in reading increased amounts of text; (b) assisted approaches seem to be more effective than unassisted approaches; (c) repetitive approaches do not seem to hold a clear advantage over nonrepetitive approaches; and (d) effective fluency instruction moves beyond automatic word recognition to include rhythm and expression, or what linguists refer to as the prosodic features of language.

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Section: Overview Of Reading Intervention With Older Studentsmentioning

confidence: 99%

“…Students who read slowly and laboriously read fewer words overall and often become reluctant readers who struggle to learn from text and do not read for pleasure, thus widening the gap between poor and proficient readers (Stanovich, 1986). Furthermore, the ability to read quickly and accurately is related to improved reading comprehension because students can devote more attention during reading to the mental processes involved in understanding text (Homan, Klesius, & Hite, 1993;Kuhn & Stahl, 2000; National Institute of Child Health and Human Development [NICHD], 2000;Reutzel & Hollingsworth, 1993;Shinn, Good, & Knutson, 1992).Evidence from intervention studies with older students who exhibit deficits in decoding and fluency suggest that these students benefit from receiving instruction in the basic elements of word reading, regardless of how old they are (Abbott & Berninger, 1999; NICHD, 2000). Research findings point to the use of systematic, explicit instruction in comprehension strategies and vocabulary, opportunities for practice in text geared to the students' reading level with corrective feedback, and explicit instruction in the use of strategies to read words quickly and accurately (Swanson, 1999;Vaughn, Gersten, & Chard, 2000).…”

mentioning

confidence: 99%

Response to intervention with older students with reading difficulties

Vaughn¹,

Fletcher²,

Francis³

et al. 2008

Learning and Individual Differences

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Addressing the literacy needs of secondary school students involves efforts to raise the achievement levels of all students and to address specifically the needs of struggling readers. One approach to this problem is to consider the application of a Response to Intervention (RTI) model with older students. We describe an approach to enhanced literacy instruction for middle school students that includes the essential components of any RTI model: universal screening, progress monitoring, and multitiered instructional service delivery. We use screening and progress-monitoring tools specifically tied to state accountability tests and a multi-tiered instructional framework that addresses the literacy needs of all middle school students, including struggling readers. Presently a large-scale, multi-site randomized trial is under way to evaluate the feasibility and effectiveness of this RTI model for middle school students. Special Issue Edited by Don Compton, Vanderbilt UniversityPublisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Response to Intervention with Older Students with Reading DifficultiesResponse to Intervention (RTI) is an approach to enhancing classroom instruction and systematically implementing more intensive interventions to meet the instructional needs of struggling learners. Fundamental to the implementation of an RTI approach are the following components: (a) accurate universal screening to assure that all students at-risk for reading difficulties are identified as early as possible, (b) valid and reliable progress monitoring to determine students' response to instruction that may vary in intensity and differentiation, and (c) multi-tiered research-based reading interventions to provide confidence that students whose response is less than expected have been provided with the most effective instruction and intervention protocols available. In addition, implementation requires knowledge about effective school and student factors that contribute to RTI models. Thus, RTI introduces instruction-driven assessments and a layered approach to instructional service delivery that begins in the classroom with all students (Tier I); supplements instruction with secondary interventions that provide greater intensity, differentiation, and time on task for some students (Tier II); and provides intensive intervention for a smaller number of students who have not benefited adequately from classroom instruction and secondary interventions (Tier III). Determination of the level of intervention needed is based on the results of progress-monitoring assessmen...

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Effects of Fluency Training on Second Graders' Reading Comprehension

Cited by 53 publications

References 11 publications

Individual differences in reading comprehension gains from assisted reading practice: pre existing conditions, vocabulary acquisition, and amounts of practice

Individual differences in reading comprehension gains from assisted reading practice: pre existing conditions, vocabulary acquisition, and amounts of practice

Fluency: A review of developmental and remedial practices.

Response to intervention with older students with reading difficulties

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