Abstract
The purpose of the study was to examine short- and long-term effects of two instructional approaches designed to improve the reading fluency of second-grade children: Fluency-Oriented Reading Instruction (or FORI; Stahl & Heubach, 2005) and a wide reading approach (Kuhn et al., 2006). By the end of second grade, children in the wide reading classrooms showed better fluency and self-concept compared to children in control classrooms. Classroom observations indicated children in FORI classrooms were more likely to be off-task than controls. However, by the end of third grade, children in both programs displayed better comprehension. We conclude that extensive and long-term focus on the oral reading of complex texts using practices that scaffold reading in second grade is beneficial for the long-term development of reading comprehension skills.
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