Research Topic: Reading Fluency

Reading Fluency can be defined as the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding.” (Meyer & Felton, 1999) “Fluent readers process written text rapidly and accurately, and comprehend what they read.” (Benjamin & Gaab, 2012)

Difficulties acquiring fluency is a defining characteristic of dyslexia, and one of the most pervasive symptoms. However, many dyslexic individuals can and do become capable and fluent readers.

Davis Dyslexia Correction includes a number of strategies geared to enabling reading fluence. These include the mental self-regulation techniques of release, dial-setting, and orientation or alignment; the reading exercises of spell-reading and sweep-sweep spell, and the system of clay modeling to eliminate confusion about alphabet letters and to master frequently encountered small function words.

Research Articles:

Tin Q Nguyen, Stephanie N Del Tufo & Laurie E. Cutting. Readers Recruit Executive Functions to Self-Correct Miscues during Oral Reading Fluency. Scientific Studies of Reading. Published online: 20 Feb 2020, 2020.

Peters, J.L., Losa, L.D., Bavin, E.L., & Crewther, S.G.. Efficacy of dynamic visuo-attentional interventions for reading in dyslexic and neurotypical children: A systematic review.. Neuroscience & Biobehavioral Reviews. 100, 58-76, 2019.

Rakhlin, Natalia V. / Catalina Mourgues, Cláudia Cardoso-Martins, Alexander N. Kornev, Elena L. Grigorenko.. Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography. Contemporary Educational Psychology. Volume 56, Pages 250-261, 2019.

Castles, Anne; Kathleen Rastle, Kate Nation. Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest. Volume: 19 issue: 1, page(s): 5-51, 2018.

Elhassan Zena, Crewther Sheila G., Bavin Edith. The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years. Frontiers in Psychology. Vol 8, p. 533, 2017.

Young-Suk Kim, Richard K. Wagner & Elizabeth Foster. Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers. Scientific Studies of Reading. 15:4, 338-362, 2011.

Wolf, Maryanne and Tamir Kazir-Cohen. Reading Fluency and Its Intervention. Scientific Studies of Reading. 5(3), 211-239., 2009.

Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppänen, P.H., Poikkeus, A., Tolvanen, A., Torppa, M., & Lyytinen, H.. Developmental links of very early phonological and language skills to second grade reading outcomes: strong to accuracy but only minor to fluency. Journal of Learning Disabilities. 41 4, 353-70, 2008.

Thompson, G.B., McKay, M.F., Fletcher-Flinn, C.M. et al.. Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency.. Reading and Writing. 21, 505, 2008.

Wanzek, Jeanne.,& Vaughn, Sharon. Response to Varying Amounts of Time in Reading Intervention for Students With Low Response to Intervention. Journal of Learning Disabilities. Volume: 41 issue: 2, page(s): 126-142, 2008.

Tami Katzir, Youngsuk Kim, Maryanne Wolf, Beth O’Brien, Becky Kennedy, Maureen Lovett & Robin Morris. Reading fluency: The whole is more than the parts.. Annals of Dyslexia. 56, pages 51–82, 2006.

Meyer, M.S., Felton, R.H.. Repeated reading to enhance fluency: Old approaches and new directions.. Annals of Dyslexia. 49, pages 283–306, 1999.


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