• Published 2006

Chapter 10 Becoming Fluent : Repeated Reading With Scaffolded Texts

@inproceedings{Hiebert2006Chapter1B,
  title={Chapter 10 Becoming Fluent : Repeated Reading With Scaffolded Texts},
  author={Elfrieda H. Hiebert},
  year={2006}
}
The interaction between reader and text is at the center of definitions of reading comprehension (RAND Reading Study Group, 2002). The common perspective is that when teachers are there to scaffold and guide the interaction, features of texts, such as engagingness, content, and length, are as important in determining text difficulty as the ability of children to read the words (Fountas & Pinnell, 1999; Hoffman & Schallert, 2004). Although teachers have a central role in guiding the interactions… CONTINUE READING

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Fluency Instruction in Contemporary Core Reading Programs

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