Publications and Research
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.
Recommended Citation
Lehner, Edward, "Probing the Enactment of Reading Miscues: A Study Examining Reading Fluency" (2017). CUNY Academic Works.
https://academicworks.cuny.edu/bx_pubs/23
Included in
Early Childhood Education Commons, Educational Methods Commons, Special Education and Teaching Commons
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/).