Fluency instruction is imperative to good reading comprehension. It takes energy for students to sound out words. If students stumble and are unable to produce a word quickly, they lose momentum and forget what the context of the sentence is. This obviously has a negative effect on comprehension. Fluency must be practiced over time, requiring plenty of both time and practice. Researchers have not found evidence that silent reading has a positive effect on student achievement, but they have found evidence that repeated oral reading positively impacts word recognition, comprehension, and fluency. (Watkins, 2007) Repeated reading is an effective way to help children improve fluency.
The reader has to make sense of the words base and their context. While engaged in reading, the prior knowledge is activated along with personal connection, ideas, and opinions. Unfortunately, children will develop reading problems if they do get the necessary stills that will allow them to function on a higher level and succeed in life...
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...e the text into context without individual word knowledge.
These two approaches combined will be effective in a reading classroom, but may not be effective in a regular educational setting. The approaches put limits on teachers trying to achieve curriculum standards and guidelines. The time factor of implementing these two approaches would be demanding for a regular classroom teacher.
Many studies have been conducted on reading comprehension from using the alphabet recognition in small children all the way to using complex verbs to discourage lower level readers. These studies have included not only educators but also psychological experimentations. The research is varied on how or why some readers are better than other readers. So many factors are included, but one thing educators and analysts are sure of: the more one reads the better reader that person becomes.
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