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Elizabeth B. Meisinger
Researcher at University of Memphis
Publications - 27
Citations - 1340
Elizabeth B. Meisinger is an academic researcher from University of Memphis. The author has contributed to research in topics: Reading comprehension & Reading (process). The author has an hindex of 16, co-authored 27 publications receiving 1210 citations. Previous affiliations of Elizabeth B. Meisinger include University of Georgia.
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Journal ArticleDOI
Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency
TL;DR: The authors examined four major definitions of reading fluency and their relationship to accuracy, automaticity, and prosody, and proposed a new definition of fluency, which is based on the theoretical perspectives surrounding automaticity.
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Becoming a fluent and automatic reader in the early elementary school years.
Paula J. Schwanenflugel,Elizabeth B. Meisinger,Joseph Wisenbaker,Melanie R. Kuhn,Gregory P. Strauss,Robin G. Morris +5 more
TL;DR: Evidence supported a simple reading fluency model for the early elementary school years suggesting that fluent word and text reading operate together with autonomous reading to produce good comprehension.
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Teaching Children to Become Fluent and Automatic Readers.
Melanie R. Kuhn,Paula J. Schwanenflugel,Robin G. Morris,Lesley Mandel Morrow,Deborah Gee Woo,Elizabeth B. Meisinger,Rose A. Sevcik,Barbara A. Bradley,Steven A. Stahl +8 more
TL;DR: It is concluded that fluency instruction that emphasizes extensive oral reading of grade-level text using scaffolded approaches is effective for promoting reading development in young learners.
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Reading fluency: implications for the assessment of children with reading disabilities
TL;DR: It is suggested that it is essential to assess reading fluency in addition to word reading because failure to do so may result in the under-identification of children with reading disabilities.
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The Contributions of Oral and Silent Reading Fluency to Reading Comprehension
TL;DR: The authors examined both oral and silent reading fluency and their relation to overall abilities in reading comprehension in fourth-grade students, and found that both reading fluencies and vocabulary contribute uniquely to reading comprehension.