Probing the Enactment of Reading Miscues: A Study Examining Reading Fluency

Authors

Edward Lehner, CUNY Bronx Community CollegeFollow

Document Type

Article

Publication Date

Winter 1-12-2017

Abstract

Subsequent to the National Reading Panel’s (2000) report, more researchers have been examining the role that reading fluency plays in the development of a child’s reading skills. This study investigated the efficacy of the National Reading Panel’s research claim that a child learns reading fluency skills mainly through phonics and decoding instruction. Using a methodology to track the source of reading miscues, this paper demonstrates that a student’s cultural and semantic knowledge of text vitally influences the development of reading fluency skills. Specifically, the findings suggest that a child culturally enacts reading fluency both through graphophonic and semantic knowledge of words. In the process of cultural enactment, reading fluency embodies a complex interplay between graphophonic understandings and a student’s cultural domains. Lastly, this work theorizes the role that cultural and semantical influences play in the role of a student acquiring reading fluency.

Comments

This article was originally published in the International Journal of English Linguistics, available at http://dx.doi.org/10.5539/ijel.v7n1p14 .

This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).