Effects of Repeated Readings on the Oral Reading Fluency of Urban Fourth-Grade Students: Implications for Practice

Musti‐Rao, Shobana; Hawkins, Renee O.; Barkley, Elizabeth A.

doi:10.3200/psfl.54.1.12-23

Cited by 32 publications

(30 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Musti-Rao, Hawkins, and Barkley [55] reported limited gains in reading comprehension with repeat reading; the technique of repeat reading the same text to fluency was recommended. Schwanenflugel's [43] study showed no gains in reading comprehension with repeat reading, thus questioned if repeat reading improves word decoding.…”

Section: The Repeat Reading Studiesmentioning

confidence: 99%

“…Repeat reading research is consistent in moments of measure procedure [14] [55]. The moments of measure procedure is considered a valid and reliable tool to measure decoding accuracy because of the simplicity of the procedure, placing a check mark next to words accurately decoded [33].…”

Section: A Synthesis Of Repeat Reading Researchmentioning

confidence: 99%

“…Regardless of the inconsistent research results, repeat reading is a teaching strategy used in schools to improve word decoding and reading comprehension [6] [55]. However, some research found repeat reading the same text to fluency does not help beginning readers attend to all letters to improve decoding skills, the very skill needed for improved reading comprehension.…”

Section: Critique Of the Repeat Reading Researchmentioning

confidence: 99%

See 2 more Smart Citations

Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

Wolf¹

2014

OJN

View full text Add to dashboard Cite

Children's failure to develop simple word decoding skills in early years is linked to future poor reading, school dropout, and poor health [1] [2]. Letter-sound knowledge is needed for word decoding development; however questions remain on what types of letter-sound knowledge help children decode simple words [3]. This study investigated the differences in mean number of consonant-vowel-consonant (CVC) words decoded between two groups of children, a letter-sound reading group and non letter-sound reading group. Children aged 4 to 6 in both groups, attempted to decode a variety of simple words such as tan, sit, hen, pig, dot, and fun. Analysis determined word decoding differences existed between the two groups. The alternate hypothesis was accepted; the letter-sound reading group had a significantly higher mean in number of consonantvowel-consonant words decoded compared to the non letter-sound reading group. The study informs the teaching approaches needed to improve early decoding skills showing letter-sound reading ability is an important step for learning to decode simple consonant-vowel-consonant words.

show abstract

Section: The Repeat Reading Studiesmentioning

confidence: 99%

Section: A Synthesis Of Repeat Reading Researchmentioning

confidence: 99%

Section: Critique Of the Repeat Reading Researchmentioning

confidence: 99%

See 1 more Smart Citation

Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

Wolf¹

2014

OJN

View full text Add to dashboard Cite

show abstract

“…Fluency instruction has been identified as an essential element in teaching students to read (Allington, 1983;Chard, Vaughn, & Tyler, 2002;Kuhn & Stahl, 2000;National Reading Panel, 2000;Nichols, Rupley, & Rasinski, 2009;Rasinski, 2006;Rasinski & Hoffman, 2003). However, most of the attention has been directed toward effective instructional methods for elementary school children (Hudson, Isakson, Richman, Lane, & ArriazaAllen, 2011;Kim, Samson, Fitzgerald, & Hartry, 2010;Lo, Cooke, & Starling, 2011;Musti-Rao, Hawkins, & Barkley, 2009) with some extending to high school learners (Hawkins, Hale, Sheeley, & Ling, 2011;Paige, Rasinski, & Magpuri-Lavell, 2012;Vandenberg, Boon, Fore, & Bender, 2008). Very few fluency intervention investigations, however, have been done on nontraditional adult learners (Greenberg et al, 2011).…”

Section: Development Of An Evidencebased Reading Fluency Program For mentioning

confidence: 97%

Development of an Evidence-Based Reading Fluency Program for Adult Literacy Learners

et al. 2014

View full text Add to dashboard Cite

Fluency is an essential part of skilled reading that has only recently begun to receive its deserved attention. However, programs that meaningfully engage adult learners in fluency training have not been widely explored in research. In this article, the authors describe an evidence-based adult Guided Repeated Reading program developed for low-literate adult learners (reading at the seventhgrade equivalent or below). Lessons incorporated teacher-guided, choral, paired, and other repeated readings of these texts, supplemented by lessons that build on prior knowledge, embedded phonics and vocabulary, comprehension, and reading strategy support. The program has been implemented in a national efficacy study of reading in adults. Outcomes and future implications of the implementation are discussed.

show abstract

“…Given the rationale that one of the most effective steps to improving reading is through repeated frequent reading (Clarke, 2006;Conderman & Strobel, 2008;Musti-Rao, Hawkins, & Barkley, 2009;Straudt, 2009), the program was designed to provide as many opportunities to read as possible within the constraints of a busy grade seven schedule. The school administrator was supportive in agreeing to the time required to facilitate the program.…”

Section: Program Descriptionmentioning

confidence: 99%

Reading intervention: breaking the loop

Manji¹

View full text Add to dashboard Cite

Effects of Repeated Readings on the Oral Reading Fluency of Urban Fourth-Grade Students: Implications for Practice

Cited by 32 publications

References 21 publications

Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

Development of an Evidence-Based Reading Fluency Program for Adult Literacy Learners

Reading intervention: breaking the loop

Contact Info

Product

Resources

About