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Increasing Word Recognition with Racially Diverse Second-Grade Students Using Fluency-Oriented Reading Approaches

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  • Franklin Turner

Abstract

The author examined the effectiveness of 2 fluency-oriented reading programs on improving reading fluency for an ethnically diverse sample of second-grade students. The first approach is Fluency-Oriented Reading Instruction (S. A. Stahl & K. Heubach, 2005), which incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading is scaffolded by expert readers. The other approach is Wide-Reading Instruction (M. R. Kuhn, 2005), which also utilizes scaffolding by expert readers, but 3 different grade-level texts are read repeatedly each academic week. The results indicate that both Fluency-Oriented Reading Instruction and Wide-Reading Instruction are useful schemes for reading instruction with ethnically diverse second-grade students.

Suggested Citation

  • Franklin Turner, 2012. "Increasing Word Recognition with Racially Diverse Second-Grade Students Using Fluency-Oriented Reading Approaches," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(4), pages 264-276.
    • Handle: RePEc:taf:vjerxx:v:105:y:2012:i:4:p:264-276
    DOI: 10.1080/00220671.2011.627395
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