All Oral Reading Practice Is Not Equal or How Can I Integrate Fluency into My ClassroomReport as inadecuate




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Literacy Teaching and Learning, v11 n1 p1-20 2006

This paper discusses fluency's role in reading development and suggests ways of incorporating fluency instruction into the literacy curriculum through a range of oral reading approaches. It concentrates on two distinct groups of learners: students who are making the shift to fluent reading (generally second and third graders) and those who have experienced difficulty making this transition (usually in fourth grade and beyond). As such, it presents approaches that can supplement a given literacy curriculum as well as approaches that can serve as the basis of a shared reading program. This range of instructional methods should assist both groups of learners in making the transition from purposeful decoding and monotonous reading to automatic word recognition and the expressive rendering of text. (Contains 2 tables.)

Descriptors: Oral Reading, Reading Programs, Reading Instruction, Teaching Methods, Educational Practices, Classroom Techniques, Reading Fluency, Reading Strategies, Best Practices, Educational Strategies, Literacy, Integrated Curriculum

Reading Recovery Council of North America. 500 West Wilson Bridge Road Suite 250, Worthington, OH 43085. Tel: 614-310-7323; Fax: 614-310-7345; Web site: http://www.readingrecovery.org/rrcna/journals/ltl/index.asp





Author: Kuhn, Melanie; Schwanenflugel, Paula

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4415&id=EJ903239



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