Building Reading Fluency in Developmental Readers

REFERENCES

• ACT, Inc. (2012). The condition of college and career readiness 2012: College readiness benchmarks by subject. Retrieved from http://www.act.org/research/policymakers/cccr12/readiness1.html
   Google Scholar
• Ari, O. (2011). Fluency interventions for developmental readers: Repeated readings and wide reading. Research and Teaching in Developmental Education, 28(1), 5–15.
   Google Scholar
• Ari, O. (2014). The role of reading fluency and vocabulary in meeting the goal of the American Graduation Initiative. Manuscript in preparation.
   Google Scholar
• Ari. O. (in press). Fluency gains in struggling college readers from wide reading and repeated readings. Reading Psychology.
   Google Scholar
• Bell, L. C., & Perfetti, C. A. (1994). Reading skill: Some adult comparisons. Journal of Educational Psychology, 86(2), 244–255.
   Web of Science ®Google Scholar
• Braze, D., Tabor, W., Shankweiler, D. P., & Mencl, W. E. (2007). Speaking up for vocabulary: Reading skill differences in young adults. Journal of Learning Disabilities, 40(3), 226–243.
   PubMed Web of Science ®Google Scholar
• Carver, R. P. (1992). Reading rate: Theory, research, and practical implications. Journal of Reading, 36(2), 84–95.
   Google Scholar
• Chard, D. J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386–406.
   PubMed Web of Science ®Google Scholar
• College Board. (2012). 2012 College-bound seniors: Total group profile report. Retrieved from http://media.collegeboard.com/digitalServices/pdf/research/TotalGroup-2012.pdf
   Google Scholar
• Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450–466.
   Google Scholar
• Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers’ fluency and comprehension. Reading Research Quarterly, 22(4), 389–406.
   Web of Science ®Google Scholar
• Dwyer, E. J., & West, R. F. (1989). Demystifying “speed reading:” A practical approach for increasing rate. Forum for Reading, 21(1), 68–74.
   Google Scholar
• Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188.
   Web of Science ®Google Scholar
• Ehri, L. C., & Rosenthal, J. (2007). Spellings of words: A neglected facilitator of vocabulary learning. Journal of Literacy Research, 39(4), 389–409.
   Web of Science ®Google Scholar
• Gough, P. B., Hoover, W. A., & Peterson, C. L. (1996). Some observations on a simple view of reading. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 1–14). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Herman, P. A. (1985). The effect of repeated readings on reading rate, speech pauses, and word recognition accuracy. Reading Research Quarterly, 20(5), 553–565.
   Web of Science ®Google Scholar
• Hiebert, E. H., & Fisher, C. W. (2005). A review of the National Reading Panel’s studies on fluency: The role of text. The Elementary School Journal, 105(5), 443–460.
   Web of Science ®Google Scholar
• Kruidenier, J. (2002). Research-based principles for adult basic education reading instruction. Washington, DC: National Institute for Literacy Partnership for Reading.
   Google Scholar
• Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21.
   Web of Science ®Google Scholar
• LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323.
   Web of Science ®Google Scholar
• Macaruso, P., & Shankweiler, D. (2010). Expanding the simple view of reading in accounting for reading skills in community college students. Reading Psychology, 31(5), 454–471.
   Google Scholar
• Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of dyslexia, 49(1), 283–306.
   Web of Science ®Google Scholar
• National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Reports of the subgroups. Bethesda, MD: National Institutes of Health.
   Google Scholar
• O’Shea, L. J., Sindelar, P. T., & O’Shea, D. J. (1985). The effects of repeated readings and attentional cues on reading fluency and comprehension. Journal of Reading Behavior, 17(2), 129–142.
   Google Scholar
• Perfetti, C. A. (1985). Reading ability. New York, NY: Oxford University Press.
   Google Scholar
• Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357–383.
   Web of Science ®Google Scholar
• Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189–213). Amsterdam, The Netherlands: John Benjamins.
   Google Scholar
• Rashotte, C. A., & Torgesen, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20(2), 180–188.
   Web of Science ®Google Scholar
• Rayner K., & Pollatsek, A. (1989). The psychology of reading. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Samuels, S. J. (1979). The method of repeated reading. The Reading Teacher, 12, 177–186.
   Google Scholar
• Samuels, S. J. (2007). The DIBELS tests: Is speed of barking at print what we mean by reading fluency? Reading Research Quarterly, 42(4), 563–566.
   Web of Science ®Google Scholar
• Spargo, E., & Williston, G. R. (1975). Timed readings. Providence, RI: Jamestown.
   Google Scholar
• Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25(4), 252–261.
   Web of Science ®Google Scholar
• Winn, B. D., Skinner, C. H., Oliver, R., Hale, A. D., & Ziegler, M. (2006). The effects of listening while reading and repeated reading on the reading fluency of adult learners. Journal of Adolescent & Adult Literacy, 50(3), 196–205.
   Web of Science ®Google Scholar