Strategies to Increase Reading Fluency

Mastropieri, Margo A.; Leinart, Amy; Scruggs, Thomas E.

doi:10.1177/105345129903400504

Cited by 60 publications

(54 citation statements)

References 21 publications

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“…Being able to perform a behaviour at a fluent rate enables efficient and effective functioning every day (Binder, 1996), for example, making breakfast, getting dressed or reading a bus timetable. Behavioural fluency is measured as the number of correct actions or responses (accuracy) that an individual can perform in a set time period (Church, 1999;Mastropieri et al,1999). Fluent behaviour of any skill, therefore, involves a sustained correct performance at an effective/efficient rate for the task.…”

Section: Fluencymentioning

confidence: 99%

“…Most importantly, before beginning fluency building the student must be phonologically aware and be able to decode words accurately (Chard, Vaughn & Tyler, 2002;. Adequate opportunities for practice must be provided to the learner (Mastropieri et al, 1999). In the case of academic skills, typically additional practice outside the classroom is needed, because classroom activities do not allow for sufficient practice opportunities (Church, 1999).…”

Section: Fluencymentioning

confidence: 99%

“…Many intervention programmes have focused on improving comprehension directly, through teaching strategies (e.g., direct questioning or using pictures) many of which have been successful (Mastropieri et al, 1999;Welsch, 2006). However, a reader who is not able to read a text at a fluent rate will be unable to benefit from any comprehension training, making it important to address fluency first.…”

Section: Anatomy Of Readingmentioning

confidence: 99%

“…Research suggests that early intervention is key for children at risk of developing reading delays (Hasbrouck & Tindal, 2006;Kuhn & Stahl, 2003;Mastropieri, Leinart & Scruggs, 1999). Children who receive intervention are typically able to catch up to peers and then make reasonably normal progress there after (Nicolson et al, 1999).…”

Section: Chapter 1: Introduction and Literature Reviewmentioning

confidence: 99%

“…Attention, memory, language and motivation are foundational components in becoming a competent reader (Snow, Burns & Griffin, 1998 There are a number of reading intervention techniques used within schools to support children's development of reading fluency and comprehension. These include, repeated reading, word drills, reading recovery and the use of teacher or peer models (Allington, 1983;Buggey & Ogle, 2012;Clay,1993;Mastropieri et al, 1999;Pluck, 1995;Welsch, 2006). Although many of these interventions have been proven effective they are high in cost and time.…”

Section: Chapter 1: Introduction and Literature Reviewmentioning

confidence: 99%

See 4 more Smart Citations

Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

2015

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Being able to read at a fluent rate confers many advantages on an individual in both educational and wider social contexts throughout life. To be a fluent reader means that the individual can sustain high accuracy while reading at a rate appropriate to the material and the setting, and implies the development of automaticity in the cognitive processes involved in reading. Fluency has not, however, been the focus of much research. In this study, an observational learning technique — feedforward video self-modelling (FFVSM) — was used to improve children's reading fluency. Eleven primary (elementary) school children aged between 72 and 108 months, four girls and seven boys, viewed edited video footage of themselves seemingly reading a difficult text at a fluent rate six times over a 2-week period. Reading performance (accuracy, comprehension and rate) was measured at pre- and post-test using the Neale Analysis of Reading Ability, and fluency and comprehension scores were measured across the intervention period using the Science Research Associates Reading Laboratory (SRA) graded reading texts. The results showed that the majority of the children improved their reading fluency, comprehension and accuracy as well as reader self-perception (a proxy measure of self-efficacy). These positive results suggest that FFVSM could be a rapid, cost-effective intervention to be used within educational settings to promote fluent reading.

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Section: Fluencymentioning

confidence: 99%

Section: Fluencymentioning

confidence: 99%

Section: Anatomy Of Readingmentioning

confidence: 99%

Section: Chapter 1: Introduction and Literature Reviewmentioning

confidence: 99%

Section: Chapter 1: Introduction and Literature Reviewmentioning

confidence: 99%

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Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

2015

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Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups

Oddo

Barnett

Hawkins

et al. 2010

Psychology in the Schools

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Previous research has investigated the efÞcacy of peer-mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading ßuency and comprehension when carried out by a teacher in small groups of fourth-grade students. Outcomes were analyzed using a multiple baseline single case design across groups in addition to supplementary analyses (dual level and trend criteria, percentage of non-overlapping data, class box plots). Visual analysis of results indicated that RR was effective in improving levels of reading ßuency and reading comprehension skills of four targeted students as well as classwide performance in ßuency and comprehension. Acceptability ratings showed that the small group format was easy to implement and acceptable to the teacher and students. Despite positive Þndings, RR may need to be supplemented by other instructional and practice strategies to promote consistent and comprehensive changes beyond ßuency. C 2010

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Learning Disabilities

Matson¹,

Fodstad²

2010

Handbook of Clinical Psychology Competencies

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Strategies to Increase Reading Fluency

Cited by 60 publications

References 21 publications

Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups

Learning Disabilities

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