Fluency: A review of developmental and remedial practices.

Melanie R. Kuhn ^[1] ; Steven A. Stahl ^[2]
1. [1] Purdue University
  
  Purdue University
  
  Township of Wabash, Estados Unidos
2. [2] University of Illinois at Urbana Champaign
  
  University of Illinois at Urbana Champaign
  
  Township of Cunningham, Estados Unidos
Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 1, 2003, págs. 3-21
Idioma: inglés
Enlaces
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Resumen
- The authors review theory and research relating to fluency instruction and development. They surveyed the range of definitions for fluency, primary features of fluent reading, and studies that have attempted to improve the fluency of struggling readers. They found that (a) fluency instruction is generally effective, although it is unclear whether this is because of specific instructional features or because it involves children in reading increased amounts of text; (b) assisted approaches seem to be more effective than unassisted approaches; (c) repetitive approaches do not seem to hold a clear advantage over nonrepetitive approaches; and (d) effective fluency instruction moves beyond automatic word recognition to include rhythm and expression, or what linguists refer to as the prosodic features of language. (PsycINFO Database Record (c) 2016 APA, all rights reserved)