Increasing Word Recognition with Racially Diverse Second-Grade Students Using Fluency-Oriented Reading Approaches

Franklin Turner

The Journal of Educational Research, 2012, vol. 105, issue 4, 264-276

Abstract: The author examined the effectiveness of 2 fluency-oriented reading programs on improving reading fluency for an ethnically diverse sample of second-grade students. The first approach is Fluency-Oriented Reading Instruction (S. A. Stahl & K. Heubach, 2005), which incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading is scaffolded by expert readers. The other approach is Wide-Reading Instruction (M. R. Kuhn, 2005), which also utilizes scaffolding by expert readers, but 3 different grade-level texts are read repeatedly each academic week. The results indicate that both Fluency-Oriented Reading Instruction and Wide-Reading Instruction are useful schemes for reading instruction with ethnically diverse second-grade students.

Date: 2012
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DOI: 10.1080/00220671.2011.627395

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