Date of Award/Publication
MS in Literacy Education
The purpose of this action research project was to examine if/how fluency impacts struggling readers. The participants were two fourth-grade teachers. Data were collected through teacher interviews, observations, field notes, and reflective notes. Findings indicated that fluency can impact other components of reading among struggling readers, and teachers facilitate fluency instruction in a variety of ways. Three major themes emerged from the findings: struggling readers need phonics instruction and phonemic awareness to become fluent readers, fluency instruction needs to meet the individual needs of struggling readers, and struggling readers need to be provided with varying types of fluency strategies. This information is critical for educators when providing fluency instruction to struggling readers.
Decker, Taurie, "Increasing fluency instruction with struggling readers" (2018). Education Masters. Paper 365.
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