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Reading Fluency: How does it Develop and How can it be Fostered?

  • Author(s) / Creator(s)

  • SSHRC Awarded IG 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
  • Subjects / Keywords
  • Type of Item
    Research Material
  • DOI
    https://doi.org/10.7939/R3T43J88W
  • License
    © de Jong, Peter. All rights reserved other than by permission. This document embargoed to those without UAlberta CCID until 2024.