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