자연주의적 탐구조사(Naturalistic Inquiry)

This study examined the relationships of 3 levels of reading fluency--the individual word, the syntactic unit, and the whole passage--to reading comprehension among 278 5th graders heterogeneous in reading ability. Hierarchical regression analyses revealed that reading fluency at each level related uniquely to performance on a standardized reading comprehension test in a model including inferencing skill and background knowledge. The study supports an automaticity effect for word recognition speed and an automaticity-like effect related to syntactic processing skill. In addition, hierarchical regressions using longitudinal data suggest that fluency and reading comprehension have a bidirectional relationship. The discussion emphasizes the theoretical expansion of reading fluency to 3 levels of cognitive processes and the relations of these processes to reading comprehension.

Relationships of Three Components of Reading Fluency to Reading Comprehension.

The purpose of this study was to examine the development of reading prosody and its impact on later reading skills Suprasegmental features of oral reading were measured for 92 children at the end of grades 1 and 2 and oral reading fluency and reading comprehension assessments at the end of the third-grade school year Tests were carried out to determine (a) the manner in which the key features of oral reading prosody unfold with development and (b) the extent to which the development of reading prosody is predictive of later oral reading fluency and comprehension outcomes beyond word reading skills alone Path model tests found a relationship between the presence of fewer pausal intrusions during oral reading in first grade and subsequent development of an adult-like intonation contour in second grade Outcome model tests indicated that the intonation contour was a significant predictor of later fluency once word reading skills were taken into account Decreases in the number of pausal intrusions between the first and second grades and early acquisition of an adult-like intonation contour predicted better comprehension later Thus, prosodic oral reading might signal that children have achieved fluency and are more capable of understanding what they read Results of this study support the inclusion of prosody in formal definitions of oral reading fluency

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A Longitudinal Study of the Development of Reading Prosody as a Dimension of Oral Reading Fluency in Early Elementary School Children

Reading fluency has traditionally been viewed as a goal of reading that is taught and mastered in the elementary grades. In this article we challenge that notion by exploring the role of reading fluency as a contributor to reading proficiency and difficulty among intermediate and middle grade students. We assessed reading fluency development among a large number of third-, fifth-, and seventh-grade students, using prosody (expressiveness in oral reading) rather than reading rate (word recognition automaticity) as a measure of reading fluency. We found moderately strong correlations between fluency and silent reading comprehension as measured by a standardized achievement test at all three grade levels. Our findings suggest that reading fluency appears to be a significant variable in upper elementary and middle grade students' reading. Moreover, the findings add to mounting evidence that prosody is an important component in the full manifestation of reading fluency. Both components of fluency, automaticity...

Reading Fluency: More than Automaticity? More than a Concern for the Primary Grades?.

Over a quarter of 8th-grade students and more than one-third of 4th graders do not read well enough to understand important concepts and acquire new knowledge from grade-level text. For students with learning disabilities, the numbers are more troubling. This article describes features of evidence-based instruction for students who continue to struggle with reading in late elementary, middle, and high school. Recommendations are organized into 5 areas that are critical to the reading improvement of older struggling readers: (1) word study, (2) fluency, (3) vocabulary, (4) comprehension, and (5) motivation. Much of the content in this article reflects our efforts with the Special Education and Reading Strands at the National Center on Instruction, funded by the Office of Special Education Programs and the Office of Elementary and Secondary Education. Two reports, both available at http://www.centeroninstruction.org/, have particular relevance—Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice and Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction.

Evidence‐Based Strategies for Reading Instruction of Older Students with Learning Disabilities

Fluency has traditionally been viewed as a goal of reading taught and mastered in the elementary grades. This article challenges that notion by exploring reading fluency as a contributor to reading proficiency (and difficulty) among ninth-grade students. The authors assessed reading fluency development among a large number of ninth graders and found a moderately strong correlation between fluency and overall reading proficiency as measured by a standardized achievement test. Moreover, a significant number of students were substantially below norms for fluency. The findings suggest that reading fluency is a significant variable in secondary students' reading and overall academic development. More research is called for into the role of reading fluency among older students, especially those experiencing difficulty in achieving high levels of literacy.

Is Reading Fluency a Key for Successful High School Reading

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Is reading fluency a key for successful high school reading? Is reading fluency a key for successful high school reading?

This article synthesizes the case study of one struggling fourth‐grade reader who participated in a semester‐long, literature‐based, e‐mail collaborative with a pre‐service teacher. Using case study methodology and the constant comparative method (Glaser & Strauss, 1967), this study explores the nature of this e‐mail partnership. The data include the e‐mail correspondences, written reflections by the pre‐service teacher, interviews with the participants, and field notes. Grounded in theories of motivation and constructivism, as well as sociocultural theory, this study suggests that the authentic, social nature of e‐mail served as a motivating literacy event for the fourth grader. Implications for literacy teachers and recommendations for further research are discussed.

Christine A. McKeon

Papers

Is Reading Fluency a Key for Successful High School Reading

Is reading fluency a key for successful high school reading? Is reading fluency a key for successful high school reading?

E‐mail as a motivating literacy event for one struggling reader: Donna's case