Research
1. Hilsmier, A. S., Wehby, J. H., & Falk, K. B. (2016). Reading fluency interventions for middle school students with academic and behavioral disabilities. Reading Improvement, 53(2), 53+. Retrieved from https://link.galegroup.com/apps/doc/A457106412/PROF?u=tea&sid=PROF&xid=82cc6388
Summary: This study looked at reading fluency interventions and their impact on improving the reading fluency and motivation on middle school level struggling readers. Strategies included repeated reading and oral preview fluency intervention. All participants exhibited growth over baseline performance.
2. Grace Kim, Y. S. (2015). Developmental, component-based model of reading fluency: An investigation of predictors of word-reading fluency, text reading fluency, and reading comprehension. Reading Research Quarterly, 50(4), 459–481. doi:10.1002/rrq.107
Summary: The primary goal of this study was to explain the difference between text reading fluency, word reading fluency, and reading comprehension. The study also explores the relationship between each construct. Other concepts involved in the study included listening comprehension, emergent literacy predictors, and language and cognitive predictors. The study investigated the relationship and differences over time (longitudinal scale). The results of the study reveal how each construct interrelates to the development of text reading fluency, word read fluency, and reading comprehension.