Helping Students Become Accurate, Expressive Readers: Fluency Instruction for Small Groups

By Melanie R. Kuhn. 2004

109 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1ed5127fec430a08bf7bcc8cf83c8442f3c2c905

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Annika White
2. H. Lee Swanson
3. Rollanda E. O'Connor
4. S. Vaughn
5. Douglas Fuchs
6. Lynn S. Fuchs
7. Sylvia Linan-Thompson

In Education

1. Annika White
2. H. Lee Swanson
3. Rollanda E. O'Connor
4. S. Vaughn
5. Douglas Fuchs
6. Lynn S. Fuchs
7. Sylvia Linan-Thompson

Citations in the corpus

• Reading Fluency: More Than Automaticity? More Than a Concern for the Primary Grades? (2009, unknown): “Stahl and Kuhn (2002 ; Kuhn, 2004/2005 ) define prosody as the “ability to make oral reading sound like spoken language” (p.”
• Repeated Reading versus Continuous Reading: Influences on Reading Fluency and Comprehension (2007, background): “Alternatively, researchers have suggested that it is increased reading across a range of materials that generates rate improvements, rather than the repetition of text (e.g., Allington, 2001; Kuhn, 2004).”