The Effects of Text Manipulation and Multiple Reading Strategies on the Reading Performance of Good and Poor Readers

Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

“…The research on repeated readings suggests it to be an effective strategy for improving word recognition, reading fluency, and reading comprehension (Herman, 1985;Samuels, 1979;Taylor, Wade, & Yekovich, 1985). This study, however, suggests that repeated readings with support is better than repeated readings without support, at least with the difficulty level of the books used in the experiment.…”

Individual differences in reading comprehension gains from assisted reading practice: pre existing conditions, vocabulary acquisition, and amounts of practice

“…Practice was found to improve significantly decoding skills (Thomas & Clapp, 1989), spelling (Stanovich & West, 1989), speed and accuracy of reading, namely fluency (Chafouleas, Martens, Dobson, Weinstein, & Gardner, 2004;Dowhower, 1987;Peterson, Scott & Sroka, 1990;Rashotte & Torgesen, 1985;Rasinski, 1990;Taguchi, 1997;Taguchi & Gorsuch, 2002) reading comprehension (Dowhower, 1987;Homan, 1991;Reutzel & Hollingsworth, 1993;Taguchi & Gorsuch, 2002;Taylor, Wade & Yekovich, 1985) and overall linguistic performance, including vocabulary and oral discourse. However, results of a large number of studies led to the conclusion that non-repetitive procedures based on reading a large number of passages with repetitive words, and assisted rather than unassisted practice are preferable when efficiency in reading is desired (Blum, Koskinen, Tennant, Parker, Straub & Curry, 1995;Cunningham & Stanovich, 1990, 1991Dowhower, 1987;Koskinen, Bisson, Phillips, Creamer & Baker, 1999;Rashotte & Torgesen, 1985).…”

Fluency-Oriented Reading Instruction

“…Samuels et al (1992) and Rasinski (1991), among others, suggest that students develop automaticity through repeated exposures to words in context. Repeated readings have been found to effectively improve the oral reading and comprehension of normally achieving students (e.g., Martinez & Roser, 1985;Taylor, Wade, & Yekovich, 1985) and of disabled and developmental readers of various ages (e.g., Dowhower, 1989;Rasinski, 1989).…”