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Fluency represents the ability to read text rapidly, correctly, and with the right expression. Veda Neumann, Dorothy Ross, and Anita Slaboch's article "INCREASING READING COMPREHENSION OF ELEMENTARY STUDENTS THROUGH FLUENCY-BASED INTERVENTIONS" provides a complex understanding of how fluency can be used with the purpose to assist students in getting a more complex understanding of texts they came across. The study determined that students who had problems reading text rapidly, correctly, and with the right expression were also unable to have a proper comprehension of these respective texts.
In order o determine if they could use fluency-related strategies in order to help students get a better understanding of the texts they read, researchers got actively involved in a series of activities that were each meant to assist students. "The interventions implemented were three 20-minute weekly sessions consisting of one session of reader's theater activities including choral reading, echo reading, and process of teaching students how to read fluently. Consequent to going through experiences designed to fit their needs, students gradually come to improve their fluency and to actually get a better understanding of the texts they are reading. In addition to being observed by their teachers, students were also encouraged to monitor themselves in order to see how practice makes it possible for them to improve their fluency. "We conclude that making the students aware of the three elements of fluency: prosody, rate, and automaticity contributed to their ability to self-monitor and to set goals for improvement." (Neumann, Ross, & Slaboch)
One of the most intriguing things about the study involved students' limited ability to determine the degree to which their fluency has been appreciated by others. In some…
Having guided oral reading instruction by using reading centers where students can listen and use aural media, creating echoed reading exercises, and allowing students to work in pairs as silent readers on the same text and then ask questions of one another reinforces critical concepts, the process of reading, and can act as vocabulary-building exercises (Busy Teacher's Cafe, 2007, "Improving reading fluency in young readers"). If available, resource aids can
Solutions to incorporating fluency instruction in the classroom include repeated reading, auditory modeling, direct instruction, text segmenting, supported reading, and use of easy reading materials. Young readers may not always know what fluent reading should be like. Despite the awareness, oral reading fluency is a neglected aspect of the classroom (Allington, 1983). Therefore, according to Fluency for Everyone, written by Rasinski, "It seems clear that students need frequent opportunities
Teachers who want to help their students as much as possible will consider this issue when they have students read out loud, and they will be sure that they question their students in order to gauge their comprehension (Benjamin & Schwanenflugel, 2010; Frazier, Carlson, & Clifton, 2006). The third issue addressed in the article is that learning to read in phrases can provide many benefits for students. Comprehension, of course,
Maps to increase comprehension for ESL's English as a Second Language Learner The academic achievement gap between linguistic minority groups and other students is a persistent problem for the American public school system (Thernstrom and Thernstrom, 2003). The pattern of underachievement and a high school dropout rate for Hispanic/Latino students among immigrant groups is particularly pronounced (Wong Fillmore & Meyer, 1992) Of the school-aged English Language Learner (ELL) population, 73% come
Recent reviews of research on summer school show that high quality programs can make a difference in student learning (Harrington-Lueker, 2000). Results of the research point to programs that focus on corrective or accelerated learning have a positive consequence on student learning. There is significant evidence that summer school can help bring many struggling students up to grade level and prevents loss of learning with many others (Denton, 2001;
One counterargument to the practice of teaching vocabulary is that children learn the meanings of many words by experiencing those words in the actual world and in text without explicit instruction. Unfortunately, such incidental learning is filled with possible problems. The definitions learned range from richly contextualized and more than sufficient, to incomplete to wrong. Children do develop knowledge of vocabulary through incidental contact with new words they read. This