MELANIE R KUHN
Biographic Data
| ID | 5971226 |
|---|---|
| NAME | MELANIE R KUHN |
| GIVEN NAMES | MELANIE R |
| FAMILY NAME | KUHN |
| SIGNATURE | KUHN M R |
| AFFILIATIONS | Boston University Massachusetts USA |
| ORCID | 0000-0002-3763-2541 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
A Modest Proposal for a Synergistic View of Reading
This think‐piece presents a synergistic view of literacy development. It argues that literacy learning and teaching best occur through interactive processes in which the various components, from phonological awareness to comprehension, support and strengthen one another. It also considers literacy development in terms of four broad, fluid stages: emergent, novice, transitional, and post‐transitional readers. While this view recognizes the critica…
Making Challenging Social Studies Texts Accessible
One major difference between more and less successful readers involves their access to complex texts and the conceptual knowledge and extensive vocabulary presented in them. The current research looks at four variations of scaffolded reading instruction on the reading achievement of struggling third-grade readers using informational texts. Social studies texts were selected using Lexile levels to determine the selections’ difficulty; Guided Readi…
Teaching reading
Children’s development as readers is a complex and multifaceted process. Rather than emphasizing individual components of reading instruction, Melanie R. Kuhn and Katherine A. Dougherty Stahl argue that it is more effective to view the reading process as a reciprocal or interactive one in which readers’ development in one component of reading can support their growth in other components. Further, while some components need to be consistently emph…
Whole Class or Small Group Fluency Instruction
Four scientifically validated approaches to fluency instruction (Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading) are reviewed. Two for the whole class and two for small groups. Key components of fluency, automaticity, and prosody are defined, and their contribution to reading comprehension is discussed. Automaticity contributes through its free…
Prosody, Pacing, and Situational Fluency (or Why Fluency Matters for Older Readers)
This commentary challenges the traditional, narrow definition of reading fluency. As part of this reconceptualization, the authors consider the role of stamina, content, and vocabulary in fluent reading. They look at prosody, silent reading, oral reading, and challenging texts (both fiction and informational). Finally, the authors discuss the role that fluency can play in upper grades and how educators can aid its development for older readers
A Spectrographically Grounded Scale for Evaluating Reading Expressiveness
This study evaluated the validity of a new scale for assessing children's reading fluency skill called the Comprehensive Oral Reading Fluency Scale ( CORFS ). The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading fluency: reading expression, reading rate, and accuracy. In study 1, the reading expression subscale was developed by examining spectrographically measured p…
Aligning Theory and Assessment of Reading Fluency
Over the past decade, fluent reading has come to be seen as a central component of skilled reading and a driving force in the literacy curriculum. However, much of this focus has centered on a relatively narrow definition of reading fluency, one that emphasizes automatic word recognition. This article attempts to expand this understanding by synthesizing several key aspects of research on reading fluency, including theoretical perspectives surrou…
Becoming a fluent and automatic reader in the early elementary school years
S 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, sp…
Fluency
The authors review theory and research relating to fluency instruction and development. They surveyed the range of definitions for fluency, primary features of fluent reading, and studies that have attempted to improve the fluency of struggling readers. They found that (a) fluency instruction is generally effective, although it is unclear whether this is because of specific instructional features or because it involves children in reading increas…
Aligning Theory and Assessment of Reading Fluency
Over the past decade, fluent reading has come to be seen as a central component of skilled reading and a driving force in the literacy curriculum. However, much of this focus has centered on a relatively narrow definition of reading fluency, one that emphasizes automatic word recognition. This article attempts to expand this understanding by synthesizing several key aspects of research on reading fluency, including theoretical perspectives surrou…
Becoming a fluent and automatic reader in the early elementary school years
S 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, sp…
A Spectrographically Grounded Scale for Evaluating Reading Expressiveness
This study evaluated the validity of a new scale for assessing children's reading fluency skill called the Comprehensive Oral Reading Fluency Scale ( CORFS ). The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading fluency: reading expression, reading rate, and accuracy. In study 1, the reading expression subscale was developed by examining spectrographically measured p…
Fluency
The authors review theory and research relating to fluency instruction and development. They surveyed the range of definitions for fluency, primary features of fluent reading, and studies that have attempted to improve the fluency of struggling readers. They found that (a) fluency instruction is generally effective, although it is unclear whether this is because of specific instructional features or because it involves children in reading increas…
Becoming a fluent and automatic reader in the early elementary school years
S 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, sp…
Aligning Theory and Assessment of Reading Fluency
Over the past decade, fluent reading has come to be seen as a central component of skilled reading and a driving force in the literacy curriculum. However, much of this focus has centered on a relatively narrow definition of reading fluency, one that emphasizes automatic word recognition. This article attempts to expand this understanding by synthesizing several key aspects of research on reading fluency, including theoretical perspectives surrou…
A Spectrographically Grounded Scale for Evaluating Reading Expressiveness
This study evaluated the validity of a new scale for assessing children's reading fluency skill called the Comprehensive Oral Reading Fluency Scale ( CORFS ). The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading fluency: reading expression, reading rate, and accuracy. In study 1, the reading expression subscale was developed by examining spectrographically measured p…
Prosody, Pacing, and Situational Fluency (or Why Fluency Matters for Older Readers)
This commentary challenges the traditional, narrow definition of reading fluency. As part of this reconceptualization, the authors consider the role of stamina, content, and vocabulary in fluent reading. They look at prosody, silent reading, oral reading, and challenging texts (both fiction and informational). Finally, the authors discuss the role that fluency can play in upper grades and how educators can aid its development for older readers
Whole Class or Small Group Fluency Instruction
Four scientifically validated approaches to fluency instruction (Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading) are reviewed. Two for the whole class and two for small groups. Key components of fluency, automaticity, and prosody are defined, and their contribution to reading comprehension is discussed. Automaticity contributes through its free…
Teaching reading
Children’s development as readers is a complex and multifaceted process. Rather than emphasizing individual components of reading instruction, Melanie R. Kuhn and Katherine A. Dougherty Stahl argue that it is more effective to view the reading process as a reciprocal or interactive one in which readers’ development in one component of reading can support their growth in other components. Further, while some components need to be consistently emph…
Making Challenging Social Studies Texts Accessible
One major difference between more and less successful readers involves their access to complex texts and the conceptual knowledge and extensive vocabulary presented in them. The current research looks at four variations of scaffolded reading instruction on the reading achievement of struggling third-grade readers using informational texts. Social studies texts were selected using Lexile levels to determine the selections’ difficulty; Guided Readi…
A Modest Proposal for a Synergistic View of Reading
This think‐piece presents a synergistic view of literacy development. It argues that literacy learning and teaching best occur through interactive processes in which the various components, from phonological awareness to comprehension, support and strengthen one another. It also considers literacy development in terms of four broad, fluid stages: emergent, novice, transitional, and post‐transitional readers. While this view recognizes the critica…
Mathematics education (8 works) · Psychology (8 works) · Reading and Literacy Development (8 works) · Fluency (6 works) · Linguistics (6 works) · Comprehension (5 works) · Reading (process) (5 works) · Reading comprehension (5 works) · Cognitive psychology (4 works) · Computer Science (4 works)