Prosody, Pacing, and Situational Fluency (or Why Fluency Matters for Older Readers)

Kühn, Melanie; Schwanenflugel, Paula J.

doi:10.1002/jaal.867

Cited by 12 publications

(9 citation statements)

References 27 publications

(45 reference statements)

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“…Furthermore, these ORF expectations do not take into account prosodic reading, which has been studied extensively as a component of ORF (e.g., Chomsky, 1978;Rasinski, 1990). Curiously, in the past two decades, ORF has gone from an unacknowledged component of reading to overemphasized as rate of reading (Kuhn & Schwanenflugel, 2019). If administrators in middle and high schools inadvertently privilege ORF performance to determine reading needs and progress, they may draw incorrect conclusions resulting in erroneous placement decisions for adolescent readers (Samuels, 2007).…”

Section: Factors Influencing Adolescent Readersmentioning

confidence: 99%

“…Reading fluency is the execution of multiple cognitive and language processes (Berninger et al, 2001). In research and practice, oral reading fluency (ORF) is commonly defined and measured as words read correctly per minute (WCPM), thereby assessing accuracy and rate concurrently and excluding the role of prosody (Kuhn & Schwanenflugel, 2019). In reviews on curriculum-based measures for reading (CBM-R, a measure of oral reading accuracy and rate intended to represent grade-level curricular expectations) for elementary through middle school readers, CBM-R correlates with reading comprehension (RC) and is an efficient method for progress monitoring and screening (Fuchs et al, 2001;Reschly et al, 2009;Wayman et al, 2007).…”

mentioning

confidence: 99%

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Reviewing Evidence on the Relations Between Oral Reading Fluency and Reading Comprehension for Adolescents

Washburn

2021

J Learn Disabil

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In this article, I systematically review evidence on the relations between oral reading fluency (ORF) and reading comprehension (RC) for adolescents with limited reading proficiency (ALRP) in Grades 6 to12. I organized findings from 23 studies into five themes: (a) unclear role of ORF in the simple view of reading model for ALRP, (b) ALRP have distinct reader profiles, (c) ORF consists of more than automaticity, (d) the role of ORF varies, and (e) oral reading automaticity has tenuous predictive value for ALRP. Results suggest that knowledge of an adolescent’s ORF, as commonly defined and assessed, provides helpful information about an adolescent’s reader profile, but is not sufficient to evaluate instructional needs nor measure progress. I conclude the article with a discussion on implications for researchers, assessment developers, practitioners, and school administrators.

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Section: Factors Influencing Adolescent Readersmentioning

confidence: 99%

mentioning

confidence: 99%

Reviewing Evidence on the Relations Between Oral Reading Fluency and Reading Comprehension for Adolescents

Washburn

2021

J Learn Disabil

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“…The motivation to read and engagement in reading involve an active choice on the part of the reader to develop reading skills, as well as a commitment to overcoming obstacles (Kuhn et al 2006). Kuhn and Schwanenflugel (2018) stress how nonfiction texts become more demanding and theoretical at the upper secondary level (Kuhn and Schwanenflugel 2018). As such, it is necessary that all students in upper secondary school, including L2 students, need to be fluent readers so that they can comprehend complex texts and focus on learning from them (Kuhn and Schwanenflugel 2018).…”

Section: Research On Reading In a Second Languagementioning

confidence: 99%

“…Kuhn and Schwanenflugel (2018) stress how nonfiction texts become more demanding and theoretical at the upper secondary level (Kuhn and Schwanenflugel 2018). As such, it is necessary that all students in upper secondary school, including L2 students, need to be fluent readers so that they can comprehend complex texts and focus on learning from them (Kuhn and Schwanenflugel 2018).…”

Section: Research On Reading In a Second Languagementioning

confidence: 99%

“…In summary, research works by Cummins (2017); Fang and Schleppegrell (2008); Kuhn and Schwanenflugel (2018); Kulbrandstad (2003); Nygård Larsson (2013); and Olvegård (2014) state that newly arrived students in upper secondary school, and L2 students in general, need support and guidance in reading in all of their school subjects to attain high-level reading skills and thus be able to work with more advanced texts. Therefore, it is essential that they encounter, and process, different kinds of texts that engage them in the different school subjects.…”

Section: Research On Reading In a Second Languagementioning

confidence: 99%

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Reading in Language Introductory Program Classrooms in Sweden

Aho

2022

Languages

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The ability to read is important for studies, work and social life, and therefore, reading needs to be central in all school subjects. The purpose of this article is to shed light on the factors that either facilitate or limit second-language students in a transitional program at an upper secondary school in Sweden in terms of their reading and reading comprehension skills. Observations of teacher-initiated reading practices and interviews with teachers about reading and texts, which were analyzed using Bernhardt’s compensatory model for second-language reading, show that all teachers highlight the importance of reading and the fact that reading in the subject they teach can help students to become competent readers of Swedish texts. Despite this, the amount of reading and processing of texts varies—in some classes, students do not read at all, and in other classes, they read a great deal. The only teacher who seems both to include the processing of texts and to choose texts that interest students is the teacher of Swedish as a Second Language (SSL).

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Redesigning Reading in and for the Disciplines

Glasswell¹,

Madda²,

Glasswell³

2022

J Adolescent & Adult Lit

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Challenges associated with reading in the disciplines are well documented. In this article, we report on a small‐scale study that was part of a larger school‐university design‐based research collaboration focused on improving literacy learning in Australian high schools. We discuss Paired Wide Reading (PWR), an instructional innovation designed to increase opportunities for adolescent learners to read engaging and relevant texts within disciplinary lessons. Mean pre and post‐test reading comprehension scores revealed statistically significant improvements of twice the expected rate of gain for participating Year 9 students. Highlighting the potential of interdisciplinary collaboration among teachers, findings also suggest PWR's cumulative effect on measures of student reading comprehension. Students exposed to PWR across several curricular areas made the greatest gains. Additionally, teachers who infused PWR into their disciplinary lessons found it to be engaging, enriching and effective. This study underscores the potential of school‐university collaborations to redesign instruction in impactful ways.

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Prosody, Pacing, and Situational Fluency (or Why Fluency Matters for Older Readers)

Cited by 12 publications

References 27 publications

Reviewing Evidence on the Relations Between Oral Reading Fluency and Reading Comprehension for Adolescents

Reviewing Evidence on the Relations Between Oral Reading Fluency and Reading Comprehension for Adolescents

Reading in Language Introductory Program Classrooms in Sweden

Redesigning Reading in and for the Disciplines

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