Teaching Children to Become Fluent and Automatic Readers

Abstract

The purpose of the study was to examine the effects of two instructional approaches designed to improve the reading fluency of 2nd-grade children. The first approach was based on Stahl and Heubach's (2005) fluency-oriented reading instruction (FORI) and involved the scaffolded, repeated reading of grade-level texts over the course of each week. The second was a wide-reading approach that also involved scaffolded instruction, but that incorporated the reading of 3 different grade-level texts each week and provided significantly less opportunity for repetition. By the end of the school year, FORI and wide-reading approaches showed similar benefits for standardized measures of word reading efficiency and reading comprehension skills compared to control approaches, although the benefits of the wide-reading approach emerged earlier and included oral text reading fluency skill. Thus, we conclude that fluency instruction that emphasizes extensive oral reading of grade-level text using scaffolded approaches is effective for promoting reading development in young learners.

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

“…Considering the benefits of reading aloud, it was reported that elementary school children in the U.S. were able to build automaticity of word recognition and acquire the proper prosodic aspects of English as EFL learners did (Kuhn et al, 2006;National Reading Panel, 2000). Fuchs et al (2001) proclaimed that being able to read aloud with accurate prosodic aspects could be one of the indicators of reading comprehension ability.…”

Promover a fluência em leitura: um estudo com alunos do 2º ano de escolaridade

“…Estes resultados corroboram os que têm sido obtidos noutros estudos (STAHL;HEUBACH, 2005;KUNH et al, 2006;PADAK, 2008), efetuados com alunos do mesmo ano de escolaridade (2º ano) e cujo tempo de aplicação foi sensivelmente de um ano letivo. Estes estudos recorreram a estratégias muito semelhantes às que foram, posteriormente, utilizadas no PPFL, incluindo a complementação da intervenção em sala de aula com tarefas a efetuar em casa.…”

“…Os resultados obtidos em programas de treino da fluência em leitura têm sido encorajadores (HOFFMAN;CRONE, 1985;HOFFMAN, 1987;STAHL;HEUBACH, 2005;KUNH et al, 2006;PADAK, 2008;TUR-NER, 2012) A investigação clarificou, de forma inequívoca, a importância da fluência para a leitura em geral (que, por definição é compreender), mas os resultados da investigação demoram a chegar às práticas docentes. Como afirma Rasinski (2010), apesar das limitações que lhe são reconhecidas, a "Round Robin Reading" (que traduzimos por "leitura oral de carreirinha"), continua a ter o principal papel no ensino da leitura e é considerada pelos professores das séries iniciais como o principal ou único modo de desenvolver a fluência de leitura dos alunos.…”

Reading-enhanced word problem solving: a theoretical model

“…In other words, students need to be afforded multiple opportunities to read problems at their independent/instructional level (Rasinski 2000;Rasinski and Padak 1996), or even their instructional/challenge level, when provided with teacher scaffolding (Kuhn 2005;Kuhn and Stahl 2003). Additionally, through repeated scaffolded exposures to text, students began to recognize orthographic patterns in words, experience various components of language, enhance their sight vocabulary, develop a quick and effortless ability to recognize words, and free up attention for higher levels of comprehension (Kuhn et al 2006). …”