More Smoke and Mirrors: A Critique of the National Reading Panel Report on Fluency

By S. Krashen. 2001

119 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/dc8776ded58d185639b8e771c6392f02fd0700bd

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Impact of Summer Setback on the Reading Achievement Gap (2003, background): “”(18) Nonetheless, the NRP laments the absence of experimental studies on the effects of reading volume on reading development — though Stephen Krashen provides evidence to counter that perceived shortcoming.(19) The ethical and practical difficulties of conducting studies in which reading volume is”
Fluency: A review of developmental and remedial practices. (2003, result): “Krashen (2001), however, criticized the methodology behind this finding, suggesting that there were many studies about independent silent reading that the NRP did not include and was concerned that the NRP overemphasized certain studies in their narrative review.”
Teaching Children to Read : The Fragile Link Between Science & Federal Education Policy (2003, background): “…(Note 1), has stirred much controversy among reading experts, and both critics and supporters have been highly visible in national-level venues (e.g., Manzo, 1998; Pressley & Allington, 1999; Yatvin, 2000; Krashen, 2000, 2001; Garan, 2001, 2002; Ehri & Stahl, 2001; Shanahan, 2001; Coles, 2003).”
The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools (2011, result): “Controversy about this topic ensued after the NRP reported a lack of research support for silent reading and discussed the shortcomings of both the report and some of the research examined in the report (see, e.g., Allington, 2002; Cunningham, 2001; Krashen, 2002).”
“What are all these Dogs Doing at School?”: Using Therapy Dogs to Promote Children's Reading Practice (2005, background): “ADDRESSING READING DIFFICULTIES HROUGH ANIMAL-ASSISTED HERAPY Children with reading difficulties often: have language delays or disorders (Glazer, 1998), lack confidence in their reading abilities (Gallas, 1997), have limited access to interesting materials (Krashen, 1997; Neuman, 1999), acquire few”