Steven A. Stahl

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Prosodic reading, or reading with expression, is considered one of the hallmarks of fluent reading. The major purpose of the study was to learn how reading prosody is related to decoding and reading comprehension skills. Suprasegmental features of oral reading were measured in 2nd- and 3rd-grade children (N = 123) and 24 adults. Reading comprehension and(More)
Despite significant advances in pharmacologic therapy of depression over the past two decades, a substantial proportion of patients fail to respond or experience only partial response to serotonin re-uptake inhibitor antidepressants, resulting in chronic functional impairment. There appears to be a pattern of symptoms that are inadequately addressed by(More)
This article reviews 14 studies investigating approaches that aimed at teaching children to be more efficient at learning words from context. In nearly all of the studies reviewed, treatments were effective at improving children's skill in learning words from context compared to a no-treatment control. However, in the 4 studies that included a practice-only(More)
The purpose of the study was to examine the effects of two instructional approaches designed to improve the reading fluency of 2nd-grade children. The first approach was based on Stahl and Heubach's (2005) fluency-oriented reading instruction (FORI) and involved the scaffolded, repeated reading of grade-level texts over the course of each week. The second(More)
The influence of social relationships, positive interdependence, and teacher structure on the quality of partner reading interactions was examined. Partner reading, a scripted cooperative learning strategy, is often used in classrooms to promote the development of fluent and automatic reading skills. Forty-three pairs of second grade children were observed(More)
Reading Recovery is a program intended to accelerate the progress of the lowest-achieving 20% of first-grade children so that they are able to perform as well as the average children in their classrooms (Klein, Kelly, & Pinnell, 1997). Reading Recovery has demonstrated impressive rates of success and a number of evaluations have supported the program’s(More)
Because most word meanings are learned from exposure in context. and because poor readers read less and less challenging materials than do better readers. there is a gap between the word meaning knowledge of good readers and poor readers. To overcome this gap. direct instruction can help. But for such inst ruetion to be ma.:cimally useful. it should be(More)
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