Fluency: A review of developmental and remedial practices.

Kühn, Melanie; Stahl, Steven A.

doi:10.1037/0022-0663.95.1.3

Cited by 723 publications

(755 citation statements)

References 77 publications

(144 reference statements)

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“…This view was based on previous research that suggests that prosodic reading may provide important syntactic and semantic feedback to the reader, which may ultimately assist comprehension (Cromer, 1970;Kuhn & Stahl, 2003;O'Shea & Sindelar, 1983). This hypothesis was supported, but only for specific pitch features.…”

Section: Discussionmentioning

confidence: 99%

“…In hierarchical regression terms, this view predicts that once reading skill variables are accounted for in the regression equation, there should be no additional variance accounted for by prosody variables on reading comprehension skill. Alternatively, Kuhn and Stahl (2003) predicted that prosody is important to reading comprehension beyond simple quick and accurate oral reading of text. If this is true, in hierarchical regression terms, we should find a significant association of prosody variables on reading comprehension skill beyond reading skill.…”

Section: The Role Of Syntactically Complex Prosody In Oral Reading Skillmentioning

confidence: 99%

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Prosody of syntactically complex sentences in the oral reading of young children.

Miller¹,

Schwanenflugel²

2006

Journal of Educational Psychology

182

268

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Prosodic, or expressive, reading is considered to be one of the essential features of the achievement of reading fluency. The purpose of this study was to determine (a) the degree to which the prosody of syntactically complex sentences varied as a function of reading speed and accuracy and (b) the role that reading prosody might play in mediating individual differences in comprehension. Spectrographic analysis of 80 third graders' and 29 adults' reading of a syntactically complex text was carried out. Oral reading skill was measured through standardized assessments. Pitch changes (changes in fundamental frequency) and pause duration were measured for sentence-final words of basic declarative sentences, basic declarative quotatives, wh questions, and yes-no questions; words preceding commas in complex adjectival phrases; and words preceding phrase-final commas. Children who had quick and accurate oral reading had shorter and more adultlike pause structures, larger pitch declinations at the end of basic declarative sentences, and larger pitch rises at the end of yes-no questions. Furthermore, children who showed larger basic declarative sentence declinations and larger pitch rises following yes-no questions tended to demonstrate greater reading comprehension skills. Keywordsprosody; comprehension; oral reading; fluency; punctuation Over the past 3 decades, our understanding of what constitutes fluent reading has expanded considerably. What once was characterized solely by fast and accurate word recognition has grown to include a number of component skills. Although differing definitions are available, there is general agreement as to the elements of fluent reading. Fluent reading is typically defined as reading text with speed, accuracy, and proper expression (National Reading Panel, 2000). Moreover, Rasinski (2004) referred to reading fluency as the reader's ability to develop control over surface-level text processing, so that he or she can focus on understanding the deeper levels of meaning embedded in the text. Thus, fluency is not considered an end in itself but rather is seen as a crucial bridge to comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001;Prescott-Griffin & Witherell, 2004).Although most would concur that the definition of fluent reading should include expressiveness as well as quick and accurate reading, expressiveness is rarely defined. Dowhower (1991) described the expressiveness aspect of fluency as synonymous with prosody (a term that refers to appropriate phrasing, pause structures, stress, and rise and fall patterns) and emphasized the syntactically linked nature of prosody. Cowie, Douglas-Cowie, and Wichmann (2002), however, made a distinction among prosody, fluency, and expressiveness. In their research, Correspondence concerning this article should be addressed to Paula J. Schwanenflugel, Department of Educational Psychology, 325 Aderhold Hall, University of Georgia, Athens, GA 30602. E-mail: pschwan@uga.edu. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript ...

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Section: Discussionmentioning

confidence: 99%

Section: The Role Of Syntactically Complex Prosody In Oral Reading Skillmentioning

confidence: 99%

Prosody of syntactically complex sentences in the oral reading of young children.

Miller¹,

Schwanenflugel²

2006

Journal of Educational Psychology

182

268

View full text Add to dashboard Cite

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“…It appears that repeated reading leads to high levels of fluency for trained words, but has little benefits for general reading skill. Recent research has provided a theoretical framework for the word specific training effect of repeated exposure (Chard et al, 2002;Kuhn & Stahl, 2003). The self-teaching hypothesis put forth by Share (1995; indicates that every successful decoding event will improve future reading of a particular word.…”

Section: Introductionmentioning

confidence: 99%

“…Training programs for reading disabled children that are focussed on gaining fluency are often based on the idea that repetition of words will improve the word specific orthographic representation in the mental lexicon (Chard et al, 2002;Kuhn & Stahl, 2003). The more specified this representation is, the easier it is to read the word fluently (Perfetti & Hart, 2002).…”

Section: Introductionmentioning

confidence: 99%

Remediation of Fluency: Word Specific or Generalised Training Effects?

Berends

Reitsma

2006

Read Writ

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Abstract. The present study examines whether reading fluency benefits more from repeated reading of a limited set of words or from practicing reading with many different words. A group of 37 reading delayed Dutch children repeatedly read the same 20 words with limited exposure duration, whereas another group of 37 poor readers received the same reading exercises with 400 different words. Results demonstrated that improvements in accuracy and speed of trained words were larger for the repeated reading group than for the children who had only practiced with these words once. No difference in generalisation of effects to untrained neighbour and control words was found between the two conditions. Furthermore, rapid naming skill was unrelated to improvements in reading fluency and transfer effects in both training conditions. Results demonstrate that the practical value of repeated reading lies in its word specific training effects.

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“…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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Fluency: A review of developmental and remedial practices.

Cited by 723 publications

References 77 publications

Prosody of syntactically complex sentences in the oral reading of young children.

Prosody of syntactically complex sentences in the oral reading of young children.

Remediation of Fluency: Word Specific or Generalised Training Effects?

Response to intervention with older students with reading difficulties

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