Item Restricted to University of Alberta Users
Log In with CCID to View Item- 69 views
- 20 downloads
Reading fluency: How does it develop and how can it be fostered?
-
- Author(s) / Creator(s)
-
SSHRC IG awarded 2016: The objectives of the proposed study are: 1] To test the validity of a widely-used model of reading fluency longitudinally (from Grade 1 to Grade 5) and across languages varying in orthographic consistency (English, Dutch, and Greek); 2] To examine the role of orthographic learning in reading fluency development across languages (English, Dutch, and Greek); and 3] To examine the effectiveness of two reading fluency interventions in English. To accomplish these objectives we will conduct three longitudinal studies (two studies will involve typically-developing children and one study dysfluent readers) and we will integrate information derived from both offline (paper-and-pencil tasks) and online (eye-tracking) ways of measuring fluency. We know surprisingly little about how a child gradually develops into a fluent reader and whether the process of becoming fluent is similar across languages with different orthographic characteristics. This work will contribute to the development of a more comprehensive model of reading fluency, documenting how different component skills (e.g., rapid naming, letter-sound fluency, orthographic knowledge) uniquely and jointly contribute to it. By testing our hypotheses across languages varying in orthographic consistency (English, Dutch, and Greek), we also address a major limitation of existing theories of reading development, namely that they possibly apply only to English.
-
- Date created
- 2015-10-14
-
- Type of Item
- Research Material
-
- License
- © de Jong, Peter. All rights reserved other than by permission. This document embargoed to those without UAlberta CCID until 2024.