TY - JOUR
T1 - Insights into fluency instruction
T2 - Short- and long-term effects of two reading programs
AU - Schwanenflugel, Paula J.
AU - Kuhn, Melanie R.
AU - Morris, Robin D.
AU - Morrow, Lesley Mandel
AU - Meisinger, Elizabeth B.
AU - Woo, Deborah Gee
AU - Quirk, Matthew
AU - Sevcik, Rose
N1 - Funding Information:
This research was supported in part by the Interagency Education Research Initiative, a program of research jointly managed by the National Science Foundation (NSF Grant 0089258), the Institute of Education Sciences in the U.S. Department of Education, and the National Institute of Child Health and Human Development in the National Institutes of Health (NIH Grant 7 R01 HD040746-06). We thank Claire Smith, Trish Foels, Eileen Cohen, Hy-Kyeong Pae, Stephanie Beane, and Justin Miller for assisting in the collection of data.
PY - 2009/10
Y1 - 2009/10
N2 - The purpose of the study was to examine short- and long-term effects of two instructional approaches designed to improve the reading fluency of second-grade children: Fluency-Oriented Reading Instruction (or FORI; Stahl & Heubach, 2005) and a wide reading approach (Kuhn et al., 2006). By the end of second grade, children in the wide reading classrooms showed better fluency and self-concept compared to children in control classrooms. Classroom observations indicated children in FORI classrooms were more likely to be off-task than controls. However, by the end of third grade, children in both programs displayed better comprehension. We conclude that extensive and long-term focus on the oral reading of complex texts using practices that scaffold reading in second grade is beneficial for the long-term development of reading comprehension skills.
AB - The purpose of the study was to examine short- and long-term effects of two instructional approaches designed to improve the reading fluency of second-grade children: Fluency-Oriented Reading Instruction (or FORI; Stahl & Heubach, 2005) and a wide reading approach (Kuhn et al., 2006). By the end of second grade, children in the wide reading classrooms showed better fluency and self-concept compared to children in control classrooms. Classroom observations indicated children in FORI classrooms were more likely to be off-task than controls. However, by the end of third grade, children in both programs displayed better comprehension. We conclude that extensive and long-term focus on the oral reading of complex texts using practices that scaffold reading in second grade is beneficial for the long-term development of reading comprehension skills.
KW - Instruction
KW - Oral reading
KW - Reading comprehension
KW - Reading fluency
KW - Self-concept
UR - http://www.scopus.com/inward/record.url?scp=70449632594&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=70449632594&partnerID=8YFLogxK
U2 - 10.1080/19388070802422415
DO - 10.1080/19388070802422415
M3 - Article
AN - SCOPUS:70449632594
SN - 1938-8071
VL - 48
SP - 318
EP - 336
JO - Journal of the Reading Specialist
JF - Journal of the Reading Specialist
IS - 4
ER -