Speakers
Abstract section 3: Content/method
We explain theories of fluency development so participants can understand the foundation for a fluency-based course. We then cover five fluency-based reading activities. We then suggest how the five activities can be combined to enhance their potential for fluency development and provide an example of how pre- and post-reading activities can further contribute to it.
Abstract section 4: Outcomes/results
Participants will learn about key theories of fluency development, classroom tasks that can be used to promote more fluent reading, how those tasks can be usefully combined to enhance their efficacy, and how pre- and post-reading tasks can further develop students’ reading fluency.
Abstract section 5: References
Anderson, J. R. (1992). Automaticity and the ACT* theory. American Journal of Psychology, 105(2), 165–180. https://doi.org/10.2307/1423026
Gass, S. (2010). The relationship between L2 input and L2 output. In E. Macro (Ed.), Continuum companion to second language acquisition (pp. 194–219). Continuum International.
Landerl, K. (2000). Influences of orthographic consistency and reading instruction on the development of nonword reading skills. European Journal of Psychology of Education, 15(3), 239–257. https://doi.org/10.1007/BF03173177
Logan, G. D. (1988). Toward an instance theory of automatization. Psychological Review, 95(4), 492–527. https://doi.org/10.1037/0033-295X.95.4.492
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357–383. https://doi.org/10.1080/10888430701530730
Wickelgren, W. A., & Norman, D. A. (1966). Strength models and serial position in short-term recognition memory. Journal of Mathematical Psychology, 3(2), 316–347. https://doi.org/10.1016/0022-2496(66)90018-6
Abstract section 1: Relevance
Many reading courses are focus on difficult texts beyond students' current skill level. This approach leads students to read less overall during the academic year, resulting in low comprehension, slow progress in reading skill development, and poor reading fluency. The proposed approach addresses these issues by providing students with large amounts of comprehensible input through activities specifically designed to develop fluent readers.
Abstract section 2: Contribution/research questions
Participants will have clear ideas for designing reading courses focused on helping learners develop greater reading fluency.
| Title | A Fluency First Approach to Teaching Reading |
|---|---|
| Teaching Context | College and university education |