Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Fluency Matters: An Outline to Students Becoming Fluent Readers Using Research Based Practices in Under an Hour: A Quasi-Experimental Research Study

  • Nicole Vozza (Author) Manhattanville College image/svg+xml
    Nicole Vozza earned her Masters of Professional Studies degree in childhood education and special education from Manhattanville College. She currently resides in Westchester County, New York, working as an elementary school teacher. Her research interests include supporting students’ reading and comprehension development. She has presented at the National Association for Professional Development Schools conference for research related to fluency development and hopes to continue that research by going back to school to start a Doctoral program in Higher Education Leadership.
DOI
https://doi.org/10.64546/jaasep.444
Abstract
All too often fluency is a neglected component to reading instruction and the curriculum, even though there is research supporting the fact that fluency builds comprehension and is a strong predictor of future academic achievements in the classroom. This study was designed to test the validity of using research based fluency strategies in the classroom through small-group targeted instruction and the benefits it carried in developing fluency. This model follows the fluency development lesson (FDL) implemented one day a week, for 55 minutes of instruction in a small group fourth grade setting (Rasinski, Linek, & Sturtevant, 1994). The goal was to prove that implementing targeted fluency instruction into the regular reading curriculum had substantial benefits on students’ word recognition automaticity and accuracy. In addition, the increase in these two fluency areas, will result in an increase in the students’ comprehension levels that can be transferred across grade level texts.
Keywords
Accuracy, Elementary School Students, Error Correction, Grade 4, Oral Reading, Reading Comprehension
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How to Cite
Vozza, N. (2021). Fluency Matters: An Outline to Students Becoming Fluent Readers Using Research Based Practices in Under an Hour: A Quasi-Experimental Research Study. Journal of the American Academy of Special Education Professionals, 16(1), 7-20. https://doi.org/10.64546/jaasep.444

Winter 2021

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  • Submitted January 7, 2021
  • Published February 15, 2021
  • Issue Winter 2021
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