Fluency-Oriented Reading Instruction Research Articles

Strengthening Reading Comprehension Skills Through Fluency-Oriented Reading Instruction (Fori)

Students who struggled in reading lacked the necessary skills and attention. This Action Research determined the efficacy of Fluency-Oriented Reading Instruction (FORI) in strengthening reading comprehension skills of students in English. It involved the Grade V students who were considered as struggling readers. It lasted for two weeks where learners were got involved in an hour reading activity every day after their classes. Likewise, thematic analysis was done in identifying the themes. Findings revealed that the intervention increased the reading comprehension skills of the students and even made them as independent readers. They suggested that teachers from all grade levels should have to adopt FORI and books would be available at home.

The effects of phonemic awareness and sense group reading on elementary school students’ English reading fluency

The purpose of this study was to investigate the effects of phonemic awareness and sense group reading on elementary school students’ reading fluency. For this study, the following research questions were established: 1) How do phonemic awareness and sense group reading individually make an impact on word recognition accuracy, reading rate, and prosody 2) Does the order of these two types of instruction make any difference with regards to word recognition accuracy, reading rate, and prosody 3) What are the perceptions of participants regarding phonemic awareness instruction and sense group reading. To answer the research questions, the participants, 28 sixth graders, were assigned into two experimental groups and participated in a 13-week blended learning course based on Fluency-Oriented Reading Instruction (Stahl & Heubach, 2005) and Evidence-Based Fluency Instruction (Reutzel, 2012). The data collected for this study include pre- and post-reading fluency assessments, questionnaires, and students’ learning logs. The findings of the study revealed that both experimental groups had the significant improvement in reading fluency. In particular, phonemic awareness instruction increased word recognition accuracy; and sense group reading affected prosody development. In particular, phonemic awareness instruction followed by sense group reading led to increased word recognition accuracy and prosody.

The effects of fluency-oriented reading instruction on reading skills

The aim of this study is to examine the effects of Fluency-Oriented Reading Instruction on reading skills. The study group consisted of fifth-grade students. The quasi-experimental pretest-posttest comparison group design was used in the present study and a twenty-week study program was carried out. In the experimental intervention process, the Fluency-Oriented Reading Instruction method, which is a classroom-based approach for students at different reading levels involving the collective use of multiple reading fluency methods and applications for the whole class, was applied to the experimental group. “Error Analysis Inventory”, “Reading Prosody Rubric”and, "Reading Comprehension Test" were used as data collection tools, "Personal Information Form" was used to determine demographic features, and “Self, Peer and Group Assessment Forms” were used for the students to assess themselves and their peers. The one-way analysis of variance (ANOVA) and one-way analysis of covariance (ANCOVA) were used in the analysis of the data obtained in the study. While the findings obtained revealed significant differences in favor of the experimental group in the students' narrative and informative text reading speed, reading prosody and reading comprehension scores, no significant difference was found between the experimental group and the control groups in terms of word recognition levels. The findings obtained from the present study have shown that Fluency-Oriented Reading Instruction, which is carried out with reader’s theater, paired reading, model reading with audiobooks and home reading, affects the reading performances of students.

Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches

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 freeing up of attention to attend to meaning, and prosody contributes through its addressing of pacing and expression that, in turn, reflect textual meaning. Four principles for effective fluency instruction are also presented: Modeling, extensive opportunities for practice, the use of scaffolding, and the incorporation of prosodic elements. The four instructional approaches presented in this article are based on two different strategies for integrating extensive opportunities to read: Repeated versus wide reading. All four approaches use challenging texts, or texts at the upper end of the learners’ zone of proximal development, thus providing learners with access to a broader range of vocabulary and concepts than would be the case if they read only instructional level texts. All four also provided highly effective procedures for either whole-class or small-group reading instruction. The goal of this summary is to provide readers with effective approaches for classroom instruction.

Effects of Fluency Oriented Instruction on Motivation for Reading of Struggling Readers

This paper looks at the effects of an intervention, based on fluency oriented reading instruction (FORI), on the motivation for reading among struggling readers in First Class in Irish primary schools. The intervention took place in learning support settings in three primary schools located in urban educationally disadvantaged communities in North Dublin. The study was conducted through a pragmatic lens with research questions framed to shed light on the motivation for reading of students in First Class from disadvantaged backgrounds. A mixed methods design with a concurrent triangulation strategy was employed, facilitating the exploration of multiple research questions using questionnaires and semi-structured interviews with teachers and parents and conversational interviews and surveys with students. The perspective of reading motivation guiding the study recognised the overlapping influences of teachers, parents and the student himself or herself. Findings, as reported by these research informants, indicate that the FORI intervention had a positive impact on the motivation for reading of struggling readers in First Class. In particular, the intervention was found to decrease students’ perceived difficulty with reading and increase their reading self-efficacy and orientation towards reading.

The Effect Of Fluency Oriented Reading Instructionon EFL Students’Reading Fluency And Comprehension

This paper discusses and examines the effects of a fluency reading instruction cycle onstudents’ progress in there ading skill. To reach this objective, the study implemented the Fluency Oriented Reading Instruction (FORI) approach, a research-based integrated fluency routine framework, to determine if the components of reading fluency (automaticity, word recognition accuracy, prosody, and comprehension) improve. The present research was conductedatthe department of English in the ENS-C where an experimental pretest-posttest with control group design was used. Pretest and posttests of reading fluency, reading comprehension and reading prosody were administered, and a t test was used to compare the means of correct word per minute (CWPM), prosody, and comprehension within an experimental group and a control group. The results indicated that the FORI is an effective approach to improve students’reading fluency and comprehension as demonstrated by CWPM improvement, prosody gains, and comprehension achievements as well.

Increasing Word Recognition with Racially Diverse Second-Grade Students Using Fluency-Oriented Reading Approaches

ABSTRACT The author examined the effectiveness of 2 fluency-oriented reading programs on improving reading fluency for an ethnically diverse sample of second-grade students. The first approach is Fluency-Oriented Reading Instruction (S. A. Stahl & K. Heubach, 2005), which 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 other approach is Wide-Reading Instruction (M. R. Kuhn, 2005), which also utilizes scaffolding by expert readers, but 3 different grade-level texts are read repeatedly each academic week. The results indicate that both Fluency-Oriented Reading Instruction and Wide-Reading Instruction are useful schemes for reading instruction with ethnically diverse second-grade students.

Insights into Fluency Instruction: Short- and Long-Term Effects of Two Reading Programs

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.

Reading research at work: foundations of effective practice

Foreword, Lesley Mandel Morrow. Part I: Instructional Trends. How Shall Research Inform Reading Instruction?: The Legacy of Steven A. Stahl, Michael C. McKenna. Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis, Steven A. Stahl, Patricia D. Miller. Fostering the Scientific Study of Reading Instruction by Example, Keith E. Stanovich, Paula J. Stanovich. Understanding Shifts in Reading and Its Instruction, Steven A. Stahl. The Shift from Polarization in Reading: Relying on Research Rather than Compromise, Timothy Shanahan. Part II: Reading Acquisition. Phonics and Phonemic Awareness, Marilyn Jager Adams, Jean Osborn. Defining Phonological Awareness and its Relationship to Early Reading, Steven A. Stahl, Bruce A. Murray. Hunting the Elusive Phoneme: A Phoneme-Direct Model for Learning Phoneme Awareness, Bruce A. Murray. Everything You Wanted to Know about Phonics (but Were Afraid to Ask), Steven A. Stahl, Ann M. Duffy-Hester, Katherine A. Dougherty Stahl. More about Phonics: Findings and Reflections, Linnea C. Ehri. Part III: Fluency. Seeking Understanding about Reading Fluency: The Contributions of Steven A. Stahl, Timothy Rasinski, James Hoffman. Fluency-Oriented Reading Instruction, Steven A. Stahl, Kathleen Heubach. Fluency-Oriented Reading Instruction: A Merging of Theory and Practice, Melanie R. Kuhn, Paula J. Schwanenflugel. Part IV: Vocabulary. The State of Vocabulary Research in the Mid-1980s, William Nagy, Judith A. Scott. The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis, Steven A. Stahl, Marilyn M. Fairbanks. Issues in the Advancement of Vocabulary Instruction: Response to Stahl and Fairbanks's Meta-Analysis. Margaret McKeown, Isabel L. Beck. Part V: Comprehension. Comprehension Research over the Past Three Decades, Richard C. Anderson, Qiuying Wang, Janet S. Gaffney. Prior Knowledge and Difficult Vocabulary in the Comprehension of Unfamiliar Text, Steven A. Stahl, Michael G. Jacobson, Charlotte E. Davis, Robin L. Davis. Improving Students' Reading Comprehension, Barbara M. Taylor, P. David Pearson, Georgia Earnest Garcia, Katherine A. Dougherty Stahl, Eurydice B. Bauer. What Happens When Students Read Multiple Source Documents in History? Steven A. Stahl, Cynthia R. Hynd, Bruce K. Britton, Mary M. McNish, Dennis Bosquet. Reading Multiple Documents in History Class: Evolution of a Teaching Strategy Based on the Reading Processes of Practicing Historians, Cynthia Hynd Shanahan. Part VI: Assessment. Connecting Scientific and Practical Approaches to Reading Assessment, Scott G. Paris. An Educational Model of Assessment and Targeted Instruction for Children with Reading Problems, Steven A. Stahl, Melanie R. Kuhn, J. Michael Pickle. Intelligent Action as the Basis for Literacy Instruction in Classroom and Clinical Settings, Marjorie Y. Lipson. The Word Factors: A Problem for Reading Comprehension Assessment, Steven A. Stahl, Elfrieda H. Hiebert. Making the Invisible Visible: The Development of a Comprehension Assessment System, Katherine A. Dougherty Stahl, Georgia Earnest Garcia, Eurydice B. Bauer, P. David Pearson, Barbara M. Taylor. Epilogue, Michael C. McKenna.

Teaching Children to Become Fluent and Automatic Readers

The purpose of the study was to examine the effects of two instructional approaches designed to improve the reading fluency of 2nd-grade children. The first approach was based on Stahl and Heubach's (2005) fluency-oriented reading instruction (FORI) and involved the scaffolded, repeated reading of grade-level texts over the course of each week. The second was a wide-reading approach that also involved scaffolded instruction. hut that incorporated the reading of 3 different grade-level texts each week and provicled significantly less opportunity for repetition. By the end of the school year. FORI and wide-reading approaches showed similar benefits for standardized measures of word reading efficiency and reading comprehension skills compared to control approachcs. although the benefits of the wide-reading approach emerged earlier and included oral text reading fluency skill. Thus, we conclude that fluency instruction that emphasizes extensive oral reading of grade-level text using scaffolded approaches is effective for promoting reading development in young learners.

The Effects of Text Difficulty on Second Graders' Fluency Development

In this study, two groups of second graders participated in Fluency-Oriented Reading Instruction (FORI) but their repeated reading experiences used different kinds of texts. One group—the Literature group—read texts from the district's literature-based, basal reading program. The second group—the Content group—read from a set of science and social studies texts that were written to have few rare, multisyllabic, single-appearing words. Control-group students read from the district's literature-based program. Both intervention groups made greater gains in reading rate than Control group students and Content students made greater gains in reading rate than Literature students. Content and Literature groups outperformed Control students on the comprehension measure but did not perform significantly differently from one another. The gains made by the Content classrooms were made in approximately half the amount of time allocated to reading instruction as by Literature classrooms.

Fluency-Oriented Reading Instruction

This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.