Successive Approximation and Beginning Reading

Helping Students Create Their Own Books the Dialogic Way

“…As a result, many teachers, as well as students and other stakeholders, do not feel comfortable unless they are confident that the vocabulary, grammar, and other language aspects reflect standard language usage. In contrast, other teachers believe that successive approximation (Hoskisson, 1975) may work, i.e., nonstandard forms can be accepted as part of the process of moving closer and closer to standard usage.…”

Developing fluency through restructuring the task of guided oral reading

“…While discussions of oral reading fluency consistently make reference to both appropriate rate and prosody as critical features, past research on the development of fluency has tended to rely on improved reading rate as the primary indicator of improved fluency (e.g., Chomsky, 1976;Dahl & Samuels, 1974;Hoskisson, 1975). More recently researchers have included objective measures of prosody in addition to reading rate (Dowhower, 1987;Herman, 1985).…”

“…In developing the features of this approach, we also drew heavily on recent research into the building of fluency with disabled readers in clinical settings. Thus certain features of repeated readings (Dahl & Samuels, 1974), assisted reading (Hoskisson, 1975), and the neurological impress method (Heckleman, 1969) were incorporated into the plan.…”

Parents' perceptions of factors affecting the reading development of intellectually superior accelerated readers and intellectually superior nonreaders

“…Each construct represented a macroview of many different types of opportunities related to each of the four areas. Items within each construct had been investigated in previous research (Clay, 1982;Goodman & Goodman, 1963;Hoskisson, 1975;Mason, 1982) and found to be important to the development of written language. Data for the quantitative section was recorded as parents responded to a five-point Likert scale (i.e., Never, Seldom, Sometimes, Often and Very Often) estimating the degree to which specific experiences were provided in the home environment.…”

“…These four areas were selected based on existing research (Clay, 1982;Goodman & Goodman, 1963;Hoskisson, 1975;Mason, 1982) which supported their importance in the development of written language in young children. Differences between the two groups would support the hypothesis that intellectually superior readers were provided a different set of experiences in the home environment than intellectually superior nonreaders.…”