We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Becoming a fluent and automatic reader in the early elementary school years.
- Authors
Schwanenflugel, Paula J; Meisinger, Elizabeth B; Wisenbaker, Joseph M; Kuhn, Melanie R; Strauss, Gregory P; Morris, Robin D
- Abstract
The goals of this study were to (a) develop an empirically based model regarding the development of fluent and automatic reading in the early elementary school years and (b) determine whether fluent text-reading skills provided benefits for reading comprehension beyond those accounted for by fluent word decoding. First-, second-, and third-grade children completed a series of reading tasks targeting word and nonword processing, text reading, spelling knowledge, autonomous reading, and reading comprehension. Structural equation modeling was carried out to evaluate how these skills operated together to produce fluent text reading and good comprehension. Evidence supported a simple reading fluency model for the early elementary school years suggesting that fluent word and text reading operate together with autonomous reading to produce good comprehension.
- Publication
Reading research quarterly, 2006, Vol 41, Issue 4, p496
- ISSN
0034-0553
- Publication type
Journal Article
- DOI
10.1598/RRQ.41.4.4