Building Reading Fluency in a Learning‐Disabled Middle School Reader
Bibliographic Data
| ID | 15015385 |
|---|---|
| Authors | Darrell Morris (0000-0002-0640-0326, Appalachian State University, corresponding author), Meghan Gaffney, Meghan E Gaffney (Catawba County Schools, corresponding author) |
| Year | 2011 |
| Volume | 54 |
| Issue | 5 |
| Pages | 331-341 |
| Publication date | 2011-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1598/jaal.54.5.3 |
| OpenAlex | W2067704467 |
| Language | EN |
| Citations received | 1 |
| References cited | 6 |
This case study describes a year‐long, tutorial intervention with a disfluent eighth‐grade reader. Focused instruction, including guided reading at the appropriate instructional level (4th grade), repeated readings, and home tape‐recorder readings, led the student to improve his reading rate by 33% (75 wpm to 100 wpm). Formative and summative evidence is provided, along with both pedagogical and process‐related explanations for the intervention's success. Finally, the student's improvement is contextualized in the reality of him entering ninth‐grade reading at a fourth‐grade level
Fluency · Formative assessment · Intervention (counseling · Linguistics · Mathematics education · Ninth · Pedagogy · Reading (process · Summative assessment · Child Development and Digital Technology · Education and Technology Integration · Psychology · Reading and Literacy Development
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.2 |
| Citation span | 2021 - 2021 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |