Paired reading: impact of a tutoring method on reading accuracy, comprehension and fluency

    Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

    Abstract

    Because fluency instruction was identified only recently as a cornerstone literacy subject, it is still an unfamiliar terrain for many teachers. This volume fills a crucial gap by offering a thorough, authoritative examination of what reading fluency is and how it should be taught. The contributing authors - who include the field's leading authorities - review the growing knowledge base and provide clear recommendations for effective, engaging instruction and assessment. The special topics include promising applications for struggling readers and English language learners. Throughout, vignettes and examples from exemplary programs bring the research to life, enhancing the book's utility as an undergraduate- or graduate-level text and a resource for in-service teachers.
    Original languageEnglish
    Title of host publicationFluency instruction
    Subtitle of host publicationresearch-based best practices
    EditorsTimothy Rasinski, Camille Blachowicz, Kristin Lems
    PublisherGuilford Press
    Pages173-191
    Number of pages19
    ISBN (Print)1593852533, 9781593852535, 9781606232156, 9781593852542
    Publication statusPublished - 2006

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    Keywords

    • Reading
    • Remedial teaching

    Cite this

    Topping, K. J. (2006). Paired reading: impact of a tutoring method on reading accuracy, comprehension and fluency. In T. Rasinski, C. Blachowicz, & K. Lems (Eds.), Fluency instruction: research-based best practices (pp. 173-191). Guilford Press. http://copac.ac.uk/search?&isn=9781593852535&sort-order=ti%2C-date