Oral reading in the school literacy curriculum

By Timothy V. Rasinski, J. Hoffman. 2003

199 citations recorded by the source corpus.

How researchers see this paper

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Developing reading fluency: A study of extensive reading in EFL (2008, background): “The most widely accepted theory for reading fluency is the automatic information processing (hereafter “automaticity theory”), proposed by LaBerge and Samuels (1974; see also Kuhn & Stahl, 2003; Mathson, Allington, & Solic, 2006; Rasinski & Hoffman, 2003 ).”
Reading Fluency: More Than Automaticity? More Than a Concern for the Primary Grades? (2009, unknown): “Prosodic reading has been identified by most reading scholars doing work in fluency as an essential component of reading fluency (e.g., Allington, 1983; Kuhn & Stahl, 2000; National Reading Panel, 2000; Rasinski & Hoffman, 2003).”
Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence (2009, background): “…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 elementary-grade students.”
Fluency-Oriented Reading Instruction (2005, background): “Intervention studies such as those of Hoffman (1987), Morris and Nelson (1992), and Rasinski, Padak, Linek, and Sturtevant (1994) have found that fluency-oriented instruction has positive effects on second-grade children’s reading (see Kuhn & Stahl, 2003, and Rasinski & Hoffman, 2003, for reviews).”