Decoding and fluency: Foundation skills for struggling older readers
Decoding and fluency: Foundation skills for struggling older readers
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DOI：
10.2307/1593592
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发表时间：
2003-03-01
影响因子：
1.8
通讯作者：
Vachon, VL
中科院分区：
文献类型：
--
作者：
Archer, AL;Gleason, MM;Vachon, VL
许多中学生在2.5至5.0年级之间阅读。这些学生与表现更好的同龄人的区别在于他们无法阅读多音节单词，也不能流利地阅读。这些学生需要使用以下三种方法之一来解码长单词：阅读分段单词，解码不同的音节类型，或使用灵活的策略来阅读长单词。这些学生还需要足够的阅读练习来提高他们的阅读速度。这种练习可能包括口头指导阅读、合唱阅读、伙伴阅读和/或重复的阅读活动。作者认为，当教师实施经过研究验证的课程时，阅读的显著收益更有可能发生，这些课程具有精心设计的顺序，为学生提供系统的指导，并提供足够的练习。
A large number of secondary students read between the 2.5 and the 5.0 grade level. What separates many of these students from their higher performing peers is their inability to read multisyllabic words and to read fluently. These students need instruction in decoding long words using one of three approaches: reading segmented words part by part, decoding different syllable types, or using a flexible strategy for reading long words. These students also need sufficient reading practice to increase their reading rates. This practice might include oral guided reading, choral reading, partner reading, and/or repeated reading activities. The authors suggest that significant gains in reading are more likely to occur when teachers implement research-validated programs that have a well-designed sequence, provide systematic instruction to students, and furnish adequate practice.