Fluency: A review of developmental and remedial practices.

By Melanie R. Kuhn, Steven A. Stahl. 2003

1,205 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/92ce12e0b44544db4410b75676df9b58a029e1ad

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. W. Grabe
2. S. L. Klauda
3. D. Browder
4. Allan Wigfield
5. S. Vaughn
6. A. Chang
7. Timothy V. Rasinski
8. J. Guthrie

In Education

1. S. L. Klauda
2. S. Vaughn
3. Allan Wigfield
4. J. Guthrie
5. Paul L. Morgan
6. A. Taboada
7. W. Grabe
8. Timothy V. Rasinski

Citations in the corpus

• The National Reading Panel Report. Practical Advice for Teachers. (2005, background): “Independent materials—those students find very easy to read—are not recommended for fluency work (Kuhn & Stahl, 2003).”
• Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development (2004, background): “The RR approach has been extensively studied in English as a first language (L1) contexts and overall has been shown to be effective in developing reading fluency and comprehension of monolingual readers of English (see the National Reading Panel, 2000 and Kuhn and Stahl, 2003 for extensive review”
• Does speech rhythm sensitivity predict children's reading ability 1 year later?. (2007, positive): “Kuhn and Stahl (2003) developed this idea further and argued that appropriate phrasing, intonation, and stress are all considered to be indicators that a child has become a fluent reader . . . .”
• Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence (2009, methodology): “However, with the publication of the Report of the National Reading Panel (National Reading Panel, 2000) as well as other reviews of research on fluency (Kuhn & Stahl, 2000 ; Rasinski & Hoffman, 2003 ), reading fluency has emerged as an important component in effective reading instruction for el”
• The role of prosodic sensitivity in children’s reading development (2006, background): “The role of prosody in reading development has recently received more attention (Kuhn & Stahl, 2003; Schwanenflugel et al., 2004).”
• Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency (2012, background): “…is often treated as the prerequisite for successful higher order comprehension processing, researchers have also acknowledged that successful comprehension processing facilitates more rapid reading of connected texts (e.g., Dowhower, 1987; Kuhn & Stahl, 2003; Slocum, Street, & Gilberts, 1995).”
• Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence (2009, neutral): “Second, we conducted an ancestral search using the reference lists from pertinent studies conducted by Chard et al. (2002); Kuhn and Stahl (2003); Meyer and Felton (1999); Swanson, Hoskyn, and Lee (1999); and Therrien (2004).”
• Research on Reading Instruction for Individuals with Significant Cognitive Disabilities (2006, background): “Reading that is considered fluent is accurate, completed at a reasonable rate, and prosodic (Kuhn & Stahl, 2003).”
• Decoding and Fluency: Foundation Skills for Struggling Older Readers (2003, background): “A number of excellent syntheses of research explain and illustrate multiple reading fluency interventions (e.g., Chard, Vaughn, & Tyler, 2002; Dowhower, 1994; Kuhn & Stahl, 2000; Mastropieri, Leinare, & Scruggs, 1999; Strecker, Roser, & Martinez, 1998; Wolf & KatzirCohen, 2001).”
• Children’s Reading Comprehension and Oral Reading Fluency in Easy Text (2006, background): “In youngsters learning to read English, fluency increases rapidly from around the end of first grade to third grade (Chall, 1996; Kuhn & Stahl, 2003 ), providing an important foundation for dealing with the increasingly challenging texts, as well as the escalating reading volume, in the middle elem”
• Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students’ Reading Fluency and Comprehension (2017, background): “Fluency has typically been conceptualized as a three-pronged construct, and we included any studies that measured how text difficulty related to students ’ reading accuracy, their reading rate, or their reading prosody (Kuhn and Stahl 2003) using connected texts/reading passages.”