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

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Date: October-December 2006
From: Reading Research Quarterly(Vol. 41, Issue 4)
Publisher: International Literacy Association
Document Type: Article
Length: 75 words

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Abstract :

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 comprehension. Structural equation modeling was carried out to evaluate how these skills operated together to produce fluent text reading and good comprehension. It is suggested that fluent word and text reading operate together with autonomous reading to produce good comprehension in simple reading fluency model for the early elementary school years.

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Gale Document Number: GALE|A155457109