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  • Paper Posted 06/22/2010

    Revisiting Silent Reading--White/Kim Chapter

    White, T.G., & Kim, J.S., (in press). Can Silent Reading in the Summer Reduce Socioeconomic Differences in Reading Achievement? In E.H. Hiebert & D. Ray Reutzel (Eds.), Revisiting Silent Reading: New Directions for Teachers and Researchers. Newark, DE. IRA.

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    The question we ask is whether socioeconomic differences in reading
    achievement can be reduced by programs that encourage silent reading in the summer months.

    Download Full Text: "Revisiting Silent Reading_TGWhite_Can Silent Reading in the Summer Reduce Socioeconomic Differences in Reading Achievement.pdf" (PDF, 291.84KB)

  • Paper Posted 03/18/2009

    Increasing Opportunities to Acquire Knowledge Through Reading

    Cervetti, G.N., Jaynes, C.A., & Hiebert, E.H. (May, 2009). Increasing opportunities to acquire knowledge through reading. E.H. Hiebert (Ed.), Reading more, reading better: Solving Problems in the Teaching of Literacy. NY: Guilford.

    Abstract Not Available

    Download Full Text: "Cervetti-Jaynes-Hiebert-increasing-opportunities.pdf" (PDF, 130.99KB)

  • Paper Posted 02/10/2009

    Examining the Benefits of Technology in Increasing Fluency

    Guy Trainin, Kathy M. Wilson, Emily Hayden, and Joan Erickson

    University of Nebraska, Lincoln

    Available at the DigitalCommons@University of Nebraska, Lincoln

    Soon to be published.

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    A critical component of reading development identified by the National Reading Panel (2002) is fluency. Fluency is often described as accurate, rapid, and expressive reading (Kuhn & Stahl, 2003), and is generally acknowledged to be an outcome of well-developed word recognition skills. Recently, researchers have placed considerable focus on the understanding of fluency development; the factors that influence fluency growth, and methods or approaches that help produce fluent readers [See Kuhn & Stahl (2003) and Rasinski & Hoffman (2003) for recent reviews]. There is a need to better understand what methods and conditions positively impact fluency development in young readers. This study examined the impact of one fluency curriculum (QuickReads) in two different presentation formats on reading fluency, vocabulary, and comprehension skills for students in 2nd through 5th grades. The QuickReads curriculum is based on strong theoretical foundations, and is organized for ease of use by teachers. This study reports the results of a large-scale implementation of QuickReads, comparing its teacher-mediated print delivery format and technology delivery format to standard classroom fluency instruction.