Fluency-Oriented Reading Instruction

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Informational Texts as Read-Alouds at School and Home (2006, background): “In addition, because students are more likely to select from their classroom libraries books for independent reading that the teacher has read aloud (Smolkin & Donovan, 2002; Stahl & Heubach, 2005), teachers’ read-aloud choices have still greater impact.”
Fluency: A review of developmental and remedial practices. (2003, methodology): “Among these are approaches primarily used with clinical populations or children with reading problems, such as repeated reading (Samuels, 1979) and assisted reading (Chomsky, 1978; Heckelman, 1969, 1986), and approaches used with entire classes, such as the oral recitation lesson (Hoffman, 1987) and”
Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students’ Reading Fluency and Comprehension (2017, background): “These findings echo previous work (Stahl and Heubach 2005) about the benefits of reading difficult texts with others within supportive instructional contexts.”
Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence (2009, methodology): “Fluency-Oriented Reading Instruction (FORI) FORI (Stahl & Heubach, 2005) is an instructional fluency model that, like the FDL, incorporates repeated and assisted (partner) reading.”