This dissertation focuses on the effectiveness of two fluency-oriented reading approaches that have been successfully utilized to improve the reading fluency of second-grade students. This research evaluates these approaches to see if they are equally beneficial for Asian, black, Latino, and white students. Fluency-Oriented Reading Instruction (Stahl a Heubach, 2005), the first approach examined, 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 second approach incorporates Wide-Reading Instruction (Kuhn, 2004/2005), which also utilizes scaffolding by expert readers, but three different grade-level texts are read each academic week. The results indicate that both Fluency-Oriented Reading Instruction (FORI) and Wide-Reading Instruction (WRI) are useful schemes for reading instruction with second-grade students in urban schools. This study found that black and Latino second-grade students in the FORI and control condition made significant improvements in word efficiency. The trend for Asian and white second-grade students in the WRI condition and black and Latino second-grade students in the FORI condition was an increase in reading comprehension relative to the gains made by students in the control group classrooms.The combination of urban type problems, along with characteristics associated with a suburban community creates ... to the standards promulgated by the No Child Left Behind (NCLB) initiative (New Jersey Department of Education, 2005).
|Title||:||Racial Differences in Developing Fluency: The Effects of Two Fluency-oriented Reading Approaches|
|Author||:||Franklin Dickerson Turner|
|Publisher||:||ProQuest - 2008|