10 Jul 2003
Submitted for Publication
Hiebert, E.H. (May 14, 2003). The Role of Text in Developing Fluency: A Comparison of Two Interventions. Submitted for publication. An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, April 22, 2003 in Chicago, IL.
This study examined an unaddressed aspect of the National Reading Panel’s (2000) conclusions on fluency: text features. While both intervention groups read texts repeatedly, one read a literature anthology and the other read social studies and science texts with core high-frequency and phonetically regular words. Both groups had higher gains in fluency rates than is typical for second graders but the growth of those who read specially written texts exceeded that of the literature group. This additional growth enabled a larger percentage of students in the latter group to move from the 25th to 50th percentiles on national fluency norms than in the literature intervention.