Date of Award

4-2000

Degree Type

Thesis

Degree Name

Education (M.Ed.)

Department

College of Education

Abstract

Reading curriculum generally contains instruction in two major areas, word identification and comprehension. Reading fluency, however, receives much less attention. It is too often seen more as a by-product of good instruction rather than as a central goal. This paper studies the impact of repeated reading, paired reading, and demonstration on the reading fluency of regular education students. Results suggest that integrating these strategies into the context of the regular education curriculum has a positive effect on students' reading fluency and comprehension. Practical suggestions for integrating these methods into the curriculum are given.

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