Fluency in Learning to Read for Meaning: Going Beyond Repeated Readings

Nichols, William Dee; Rupley, William H.; Rasinski, Timothy V.

doi:10.1080/19388070802161906

Cited by 47 publications

(42 citation statements)

References 13 publications

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“…In order to develop automaticity and fluency, students should be given many opportunities to read at an independent or instructional level (Nichols et al, 2009). For maximum effect, a teacher should guide and model this instruction.…”

Section: Methods Of Proceduresmentioning

confidence: 99%

“…Nichols et al (2009) claimed the research has provided teachers with effective strategies for developing fluent readers. In spite of recent emphasis on fluency and increased fluency strategies, students who lack literacy development, including fluency, are a national concern (Paige et al, 2012).…”

Section: Chapter 2: Literature Reviewmentioning

confidence: 99%

“…Similarly, Rasinski (2012), a leading professor in the field of reading and fluency, declared that fluency should be a "hot topic" (Rasinski, 2012, p. 517) for teachers and experts of reading because of fluency's close link to comprehension. Nichols, Rupley, and Rasinski (2009) explained the importance of fluency and its link to comprehension in the following statement:…”

Section: Chapter 1: Introduction Of the Studymentioning

confidence: 99%

“…The 2004 National Reading Panel Report stated, "Oral reading fluency is the ability to read text aloud with accuracy, speed, and proper expression" (Shanahan, 2006, p. 18). The three components that work together to bring about fluency, according to Nichols et al (2009), include "accuracy of recognition, automaticity of word recognition, and reading orally with appropriate prosodic features such as expression, stress, pitch and suitable phrasing" (p. 3). Kostewicz (2012) defined fluency as reading speed and accuracy so that teachers would have a clear, measureable definition.…”

Section: Chapter 1: Introduction Of the Studymentioning

confidence: 99%

“…Readers must repeatedly read to build a knowledge base that can be retrieved instantly from memory rather than slower algorithmic processing (Kuhn et al). Hence, repetition or RR allows consistent practice that builds automaticity.In order to develop automaticity and fluency, students should be given many opportunities to read at an independent or instructional level (Nichols et al, 2009). For maximum effect, a teacher should guide and model this instruction.…”

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The Efficacy of Repeated Reading on Secondary Students' Oral Reading Fluency and Retell Fluency

Driggs¹

2013

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The ability to understand and react to ideas expressed in writing is the essence of reading, and if we accept that the ultimate goal of reading is comprehension and learning from text, it is important for teachers to understand how fluency is the essential component that nurtures and brings about this capability. (p. 3) When students can identify words automatically and accurately, they can comprehend much more easily because their cognitive resources are free to make meaning. Hence, researchers and educators have witnessed fluency's rise to prominence in the reading world because of its importance to overall reading health. THE EFFICACY OF REPEATED READING 2Although fluency has recently gained significance, Murray, Munger, and Clonan (2012) found the data verify that fluency may not be developing as it should (Murray et al., 2012). Other researchers have also uncovered alarming news about the foundational skills of secondary students. Paige, Rasinski, and Magpuri-Lavell (2012) declared that "we face a crisis in the United States concerning the literacy development of secondary students" (p. 73). For instance, the National Assessment of Educational Progress disclosed that only 35 percent of eighth-grade students scored at or above The Proficient level in reading (NAEP; National Center for Education Statistics, 2009). This statistic means that almost two-thirds of eighth grade students scored the proficient. Of this group that scored below proficient, the study revealed that 38.5% scored below Basic (Paige, et al., 2012). Roberts and colleagues added insight into these scores when they defined below Basic as "unable to understand important concepts and acquire new knowledge from grade-level-texts" (Roberts, Torgesen, Boardman, & Scammacca, 2008, p. 63).According to these statistics, students entering high school may lack basic reading skills.In light of these statistics, today's educators should be particularly alarmed about basic reading skills because in recent years, extensive research has established the need for college and career ready students to be proficient in independently reading complex informational content area text (Common Core State Standard Initiative, 2012).Educators expect twenty-first century students to read and comprehend at a very complex level. For instance, since Ohio and many other states have adopted, or are in the process of adopting, the Common Core State Standards for College and Career Readiness (CCSS), secondary students must possess basic, essential reading skills that allow them to read at ever increasingly complex level. Students must demonstrate independence and a THE EFFICACY OF REPEATED READING 3 wide-knowledge base. They must also show the ability to cite evidence to demonstrate understanding; evaluate the author's purpose, tone, and subtle nuances; critique, evaluate, and synthesize information (Common Core State Standard Initiative, 2012). Students need comprehension in order to apply higher level thinking skills such as, evaluation, synthesis, and construction. Students ...

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Section: Methods Of Proceduresmentioning

confidence: 99%

Section: Chapter 2: Literature Reviewmentioning

confidence: 99%

Section: Chapter 1: Introduction Of the Studymentioning

confidence: 99%

Section: Chapter 1: Introduction Of the Studymentioning

confidence: 99%

mentioning

confidence: 99%

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The Efficacy of Repeated Reading on Secondary Students' Oral Reading Fluency and Retell Fluency

Driggs¹

2013

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Close Reading as an Intervention for Struggling Middle School Readers

Fisher¹,

Frey²

2014

J Adolesc Adult Liter

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Thousands and thousands of middle school students around the world participate in reading intervention programs, many that are very expensive with limited effectiveness. We wanted to know if an after‐school intervention focused on close reading procedures could improve student achievement. Close reading of complex text involves annotations, repeated reading, text‐dependent questions, and discussions. This manuscript reports on 75 students in grades 7‐8 who received the close reading intervention and compares their outcomes with 247 students who received a traditional intervention. Results suggest that close reading can be an effective intervention, with significant increases in student attendance, self‐perception, and achievement.

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Teaching Reading Is More Than a Science: It’s Also an Art

Paige¹,

Young²,

Rasinski³

et al. 2021

Reading Research Quarterly

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The role of the teacher, specifically teacher craft, is central to engaging students in effective reading instruction. However, the science of reading has revealed that the content taught is also important to reading acquisition. Although the science of reading was aggregated some two decades ago to result in what became known as the five big pillars, it has not been fully incorporated into instructional practice. Subsequent research has continued to inform and strengthen what we understand about reading, and new energy has now emerged to bring the science of reading fully into practice. However, the science of reading and teacher craft are each insufficient without the other. In this article, we discuss the art of teaching and advocate that it must be given serious consideration if the science of reading is to be adopted en masse by teachers. We also discuss several reading strategies and their role in effective reading instruction and the art of teaching.It is the supreme art of the teacher to awaken joy in creative expression and knowledge. (Albert Einstein) A s Einstein's quote suggests, teachers can have tremendous influence on the academic and creative development of their students, to which we add their reading development. Literacy instruction is not only teaching the skills, strategies, and content of science-based teaching but also recognizing that teachers must be flexible and adaptive in their daily decision making and interaction with students to meet their literacy needs. Thus, the art of teaching involves professional judgments and adaptations to content delivery that teachers make to their reading instruction to ensure student success (Scales et al., 2018). We firmly stand on the science of reading (SOR) as it has established components that are critical to students' successful reading acquisition. Whereas Seidenberg, Cooper Borkenhagen, and Kearns (2020) argued that the SOR and teaching practice are two different entities, we maintain that the SOR has established the importance of the art of teaching reading. Further, we propose that the SOR and teacher craft are individually insufficient for effective reading instruction but, when properly blended, become powerful allies that lead to improved reading outcomes for all students.

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Fluency in Learning to Read for Meaning: Going Beyond Repeated Readings

Cited by 47 publications

References 13 publications

The Efficacy of Repeated Reading on Secondary Students' Oral Reading Fluency and Retell Fluency

The Efficacy of Repeated Reading on Secondary Students' Oral Reading Fluency and Retell Fluency

Close Reading as an Intervention for Struggling Middle School Readers

Teaching Reading Is More Than a Science: It’s Also an Art

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