03610nam 2200769z- 450 991055758320332120231214133504.0(CKB)5400000000043816(oapen)https://directory.doabooks.org/handle/20.500.12854/68327(EXLCZ)99540000000004381620202105d2021 |y 0engurmn|---annantxtrdacontentcrdamediacrrdacarrierReading FluencyBasel, SwitzerlandMDPI - Multidisciplinary Digital Publishing Institute20211 electronic resource (146 p.)3-03943-268-0 3-03943-269-9 Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.Languagebicssccurriculum-based measurementfluencysilent readingword recognition skillsitem response theoryinterventionsoral reading fluencyreading comprehensionreading difficultiessystematic reviewstruggling readersreading motivationlearning supportsocioeconomic statusreading interventionreading fluencyprosodyNAEPMDFSspectrographic measurementKAPS modelcomprehension strategy usebackground knowledgerepeated readingwide readingchallenging textsoral readingacademic achievementcomprehensionreadingfluency development lessonLanguageRasinski Timothyedt1086559Rupley WilliamedtPaige DavidedtYoung ChaseedtRasinski TimothyothRupley WilliamothPaige DavidothYoung ChaseothBOOK9910557583203321Reading Fluency3035103UNINA