The speed and accuracy with which 56 skilled or less skilled readers read words in and out of context was assessed in the fall and spring of the 1st grade by having both groups read random lists of words and coherent paragraphs.
As phoneme awareness deficits and resulting decoding weaknesses are increasingly addressed, there is heightened awareness of the role of fluency in reading.
A study examined the relative effectiveness of repeated readings and listening-while-reading in promoting reading fluency.
To examine the relationship between knowledge of word meanings and semantic processes, 27 4th-grade children were taught 104 words over a 5-mo period.
Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary.
In sessions conducted individually, 45 kindergartners who were nonreaders listened to an adult read the same storybook twice, 2-4 days apart, and then completed a posttest measuring their knowledge of the meanings of 22 unfamiliar words, half of which had
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