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Technology, instructional methods, and the systemic messiness of innovation: improving reading fluency for low socio-economic elementary school students

  • Alissa A. LangeEmail author
Cultural and Regional Perspectives
  • 18 Downloads

Reading fluency—the ability to read accurately, with appropriate pacing, expression, and rhythm—is a fundamental skill for elementary school students to develop (Snow et al. 1998). Reading fluency is related to comprehension skills (Daane et al. 2005; Donahue et al. 1999; Pinnell et al. 1995) and to overall educational achievement (Silberglitt et al. 2006). However, many elementary school students do not reach grade-level reading fluency levels (Hemphill and Vanneman 2011; Pinnell et al. 1995), especially those from low-resource communities or from racial and ethnic minority groups (Donahue et al. 1999; Hemphill and Vanneman 2011). Research has suggested that children who do not develop the ability to read fluently early in the schooling process are likely to experience difficulty learning and comprehending important material from texts introduced in later grades (Chall et al. 1990; Lyon and Moats 1997; Rasinski et al. 2012). Interventions can be effective in improving reading fluency...

Keywords

Reading fluency Elementary school Technology 

Notes

Acknowledgements

This work was commissioned by Texthelp Systems, Ltd, the developers of Fluency Tutor. The funders played a role in providing training to the teachers. Texthelp had no other role in carrying out the study, conducting analysis, or reporting efforts. Dr. Lange was an Assistant Research Professor at NIEER at Rutgers University while conducting this research. Thank you to all who contributed to its completion.

Funding

This study was funded by Texthelp Systems, Ltd, the developers of Fluency Tutor. The funders played a role in providing training to the teachers. Texthelp had no other role in carrying out the study, conducting analysis, or reporting efforts.

Compliance with ethical standards

Conflict of interest

The authors declare that they have no conflict of interest.

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Copyright information

© Association for Educational Communications and Technology 2019

Authors and Affiliations

  1. 1.Department of Early Childhood Education, Clemmer CollegeEast Tennessee State UniversityJohnson CityUSA

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