First published in 2001. This is a special issue Volume 5, Number 3, from 2001 of Scientific Studies of Reading that looks at the DNA of reading fluency in scientific inquiry accounts. The contributors offer a selection of essays seeks to establish that that fluent reading is plainly developmental and represents an outcome of well-specified sub lexical and lexical processes and skills developed for most children over a bounded period of pedagogical time, rather than in just the school setting.
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Chapter 1 Introduction to This Special Issue: The DNA of Reading Fluency; Chapter 2 Reading Fluency and Its Intervention; Chapter 3 Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis; Chapter 4 The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes
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Produktdetaljer

ISBN
9781138423312
Publisert
2017-07-11
Utgiver
Taylor & Francis Ltd
Vekt
453 gr
Høyde
229 mm
Bredde
152 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
88

Biografisk notat

Edward J. Kame'enui, Deborah C. Simmons, both of the University of Oregon