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BY DESCRIPTOR | Fluency
Allinder, R. M., Dunse, L., Brunken, C. D., & Obermiller-Krolikowski, H. J. (2001). Improving fluency in at-risk readers and students with learning disabilities. Remedial and Special Education , 22 (1), 48-54. | Fluency, oral reading | Middle School (6-8) | Quantitative Research | view modified research article review in pdf format
Archer, A. L., Gleason, M. M., & Vachon, V. L. (2003). Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly, 26, 89-101. | Fluency, adolescent literacy, decoding | Middle School (6-8), High School (9-12) | Other: Literature Review | view modified research article review in pdf format
Blachowicz, C. L. Z., Sullivan, D. M., & Cieply, C. (2001). Fluency snapshots: A quickscreening tool for your classroom. Reading Psychology, 22, 95-109. | Fluency, oral reading, assessment instruments, curriculum-based assessment | Lower elementary (1-3), Upper Elementary (4-5) | Other: Classroom Practice | view modified research article review in pdf format
Chard, D. J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities , 35 (5), 386-406. | Learning disabilities, fluency, reading comprehension, repeated reading | Lower Elementary (1-3), Upper Elementary (4-5) | Other: Literature Review | view modified research article review in pdf format
Coyne, M. D., Kame’enui, E. J., & Simmons, D. C. (2004). Improving beginning reading instruction and intervention for students with LD: Reconciling “all” with “each.” Journal of Learning Disabilities , 37 (3), 231-239. | Fluency, learning disabilities, inclusion | Lower Elementary (1-3) | Other: Classroom Practice| view modified research article review in pdf format
Dowhower, S. L. (1991). Speaking of prosody: Fluency’s unattended bedfellow. Theory Into Practice , 30 (3), 165-175. | Fluency, prosody | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Discussion | view modified research article review in pdf format
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading , 5 (3), 239-256. | Fluency, oral reading, assessment, automaticity | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12), Post High School | Other: Literature Review | view modified research article review in pdf format
Fuchs, L.S., Fuchs, D. & Compton, D.L. (2004). Monitoring early reading development in first grade: word identification fluency versus nonsense word fluency. Exceptional Children, 71 (1), 7-21. | Assessment, emergent reading, fluency | Lower Elementary (1-3) | Quantitative Research| view modified research article review in pdf format
Fuchs, D., & Fuchs, L. S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39, (1), 34-44. | Strategy, peer learning, cooperative learning, word recognition, fluency | Kindergarten, Lower Elementary (1-3) | Other: Literature Review | view modified research article review in pdf format
Good, R. H., Simmons, D. C., & Kame’enui, E. (2001). The importance and decision-makingutility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5 (3), 257-288. | Fluency, assessment, intervention | Kindergarten, Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Greenwood , C. R., Tapia, Y., Abbott, M., & Walton, C. (2003). A building-based case study of evidence-based literacy practices: Implementation, reading behavior, and growth in reading fluency, K-4. Journal of Special Education, 37(2), 95-110. | Evidence-based instruction, Intervention model, Fluency | Kindergarten, Lower Elementary | Other: Case study | view modified research article review in pdf format.
Hiebert, E. H., & Fisher, C. W. (2005). A review of the National Reading Panel’s studies on fluency: The role of text. The Elementary School Journal, 105 (5), 443-460. | Fluency, readability | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | view modified research article review in pdf format readability
Hintze, J. M., Daly, E. J., & Shapiro, E. S. (1998). An investigation of the effects of passage difficulty level on outcomes of oral reading fluency progress monitoring. School Psychology Review, 27(3), 433-436. | Readability, Fluency | Lower Elementary, Upper Elementary | Quantitative Study | view modified research article review in pdf format.
Kubina, R. M. (2005). Developing reading fluency through a systematic practice procedure. Reading & Writing Research, 21, 185-192. | Fluency, Oral reading, repeated reading | Lower Elementary, Upper Elementary | Other: Discussion | view modified research article review in pdf format.
Sample, K. J. (2005). Promoting fluency in adolescents with reading difficulties. Intervention in School and Clinic, 40 (4), 243-246. | Fluency, remedial reading | Middle School (6-8), High School (9-12) | Other: Discussion | view modified research article review in pdf format
Sindelar, P. T., Monda, L. E., & O’Shea, L. J. (1990). Effects of repeated readings on instructional and mastery-level readers. Journal of Educational Research, 83 (4), 220-226. | Repeated reading, fluency, comprehension | Lower Elementary (1-3), Upper Elementary (4-5) | Quantitative Research | view modified research article review in pdf format
Stahl, S. A., & Kuhn, M. R. (2002). Making it sound like language: Developing fluency. The Reading Teacher , 55 (6), 582-584. | Fluency, prosody, repeated reading, oral reading | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12), Post High School | Other: Discussion | view modified research article review in pdf format
Thaler, V., Ebner, E., Wimmer, H., & Landerl, K. (2004). Training reading fluency in dysfluent readers with high reading accuracy: Word specific effects but low transfer to untrained words. Annals of Dyslexia, 54 (1), 89-113. | Fluency, word analysis, computer-assisted/based instruction | Lower Elementary (1-3), Upper Elementary (4-5) | Quantitative Research | view modified research article review in pdf format
Therrien, W. J., & Kubina, R. M. (2006). Developing reading fluency with repeated reading. Intervention in School and Clinic, 41(3), 156-160. | Fluency, Repeated Reading| Grades: K-4| Other: Discussion| view modified research article review in pdf format
Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391-409. | Students with special needs, curriculum based testing, comprehension, fluency | Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Vellutino, F. R., & Scanlon, D. M. (1986). Experimental evidence for the effects of instructional bias on word identification. Exceptional Children, 53 (2), 145-155. | Fluency, strategy, word identification | Lower Elementary (1-3), Upper Elementary (4-5) | Qualitative Research | view modified research article review in pdf format
