LEADER 03610nam 2200769z- 450 001 9910557583203321 005 20231214133504.0 035 $a(CKB)5400000000043816 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/68327 035 $a(EXLCZ)995400000000043816 100 $a20202105d2021 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aReading Fluency 210 $aBasel, Switzerland$cMDPI - Multidisciplinary Digital Publishing Institute$d2021 215 $a1 electronic resource (146 p.) 311 $a3-03943-268-0 311 $a3-03943-269-9 330 $aReading 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. 606 $aLanguage$2bicssc 610 $acurriculum-based measurement 610 $afluency 610 $asilent reading 610 $aword recognition skills 610 $aitem response theory 610 $ainterventions 610 $aoral reading fluency 610 $areading comprehension 610 $areading difficulties 610 $asystematic review 610 $astruggling readers 610 $areading motivation 610 $alearning support 610 $asocioeconomic status 610 $areading intervention 610 $areading fluency 610 $aprosody 610 $aNAEP 610 $aMDFS 610 $aspectrographic measurement 610 $aKAPS model 610 $acomprehension strategy use 610 $abackground knowledge 610 $arepeated reading 610 $awide reading 610 $achallenging texts 610 $aoral reading 610 $aacademic achievement 610 $acomprehension 610 $areading 610 $afluency development lesson 615 7$aLanguage 700 $aRasinski$b Timothy$4edt$01086559 702 $aRupley$b William$4edt 702 $aPaige$b David$4edt 702 $aYoung$b Chase$4edt 702 $aRasinski$b Timothy$4oth 702 $aRupley$b William$4oth 702 $aPaige$b David$4oth 702 $aYoung$b Chase$4oth 906 $aBOOK 912 $a9910557583203321 996 $aReading Fluency$93035103 997 $aUNINA