Next Article in Journal
Assessment of Project Manager’s Competence in the Context of Individual Competence Baseline
Next Article in Special Issue
Fluency: Deep Roots in Reading Instruction
Previous Article in Journal
Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results
Previous Article in Special Issue
Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background
Article

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

Department of Curriculum and Instruction, Purdue University, West Lafayette, IN 47906, USA
Educ. Sci. 2020, 10(5), 145; https://doi.org/10.3390/educsci10050145
Received: 22 February 2020 / Revised: 14 May 2020 / Accepted: 14 May 2020 / Published: 21 May 2020
(This article belongs to the Special Issue Reading Fluency)
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. View Full-Text
Keywords: fluency; repeated reading; wide reading; challenging texts fluency; repeated reading; wide reading; challenging texts
MDPI and ACS Style

Kuhn, M.R. Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches. Educ. Sci. 2020, 10, 145. https://doi.org/10.3390/educsci10050145

AMA Style

Kuhn MR. Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches. Education Sciences. 2020; 10(5):145. https://doi.org/10.3390/educsci10050145

Chicago/Turabian Style

Kuhn, Melanie R. 2020. "Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches" Educ. Sci. 10, no. 5: 145. https://doi.org/10.3390/educsci10050145

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop