Becoming a fluent and automatic reader in the early elementary school years.

  title={Becoming a fluent and automatic reader in the early elementary school years.},
  author={Paula J. Schwanenflugel and Elizabeth B. Meisinger and Joseph M. Wisenbaker and Melanie R Kuhn and Gregory P. Strauss and Robin D. Morris},
  journal={Reading research quarterly},
  volume={41 4},
The goals of this study were to (a) develop an empirically based model regarding the development of fluent and automatic reading in the early elementary school years and (b) determine whether fluent text-reading skills provided benefits for reading comprehension beyond those accounted for by fluent word decoding. First-, second-, and third-grade children completed a series of reading tasks targeting word and nonword processing, text reading, spelling knowledge, autonomous reading, and reading… CONTINUE READING

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