References
Aarts, R., & Verhoeven, L. (1999). Literacy attainment in a second language submersion context.
Applied Psycholinguistics, 20, 377-393.
Adams, M. J. (1990). Beginning to read. Thinking and learning about print. Cambridge, MA: MIT Press.
Anthony, J. L., Williams, J. M., Aghara, G. G., Dunkelberger, B. N., & Mukherjee, A. D. (2010). Assessment
of individual differences in phonological representation. Reading & Writing: An Interdisciplinary
Journal, 23(8), 969-994. DOI: 10.1007/s11145-009-9185-7.
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their way (5th ed.). Boston:
Pearson.
Daane, M.C., Campbell, J. R., Grigg, W. S., Goodman, M. J., & Oranje, A. (2005). Fourth-grade students
reading aloud: NAEP 2002 special study of oral reading. Washington, D. C.: U.S. Department of
Education, Institute of Education Sciences. Washington, DC: U.S. Government Printing Office.
Frazier, L., Carlton, K., & Clifton, C. (2006). Prosodic phrasing is central to language comprehension.
Trends in Cognitive Science, 10(6), 244-249.
Fuchs, L. S., Fuchs, D., & Hosp, M, K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of
reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading,
5(3), 239-256.
Gambrell, L. B. (1978). Getting started with sustained silent reading and keeping it going. Reading
Teacher, 32, 328-331.
Hasbrouck, J., & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for
reading teachers. The Reading Teacher, 59(7), 636-644.
Interagency Committee on Learning Disabilities (1987). Learning disabilities: A report to the U. S.
congress. Washington, D. C.: Government Printing Office.
Jenkins, J. R., Fuchs, L. S., Espin, C., van den Broek, P., & Deno, S. L. (2003). Sources of individual
differences in reading comprehension and reading fluency. Journal of Educational Psychology,
95(4), 719-729.
Kuhn, M.R., & Stahl, S.A. (2003). Fluency: A review of developmental and remedial practices. Journal of
Educational Psychology, 95(1), 3-21.
Lee-Daniels, S. L., & Murray, B. A. (2000). DEAR me: What does it take to get my students reading?
Reading Teacher, 54, 154-155.
Logan, G. D. (1988). Toward an instance theory of automatization. Psychological Review, 95(4), 492-527.
Lovett, M. W., & Steinbach, K. A. (1997). The effectiveness of remedial programs for reading disabled
children of different ages: Does the benefit decrease for older children? Learning Disability
Quarterly, 20, 189-210.
Low, P., & Siegel, L. S. (2005). A comparison of the cognitive processes underlying reading
comprehension in native and ESL speakers. Written Language and Literacy, 8,207-231.
National Institute of Child Health and Human Development (2000). Report of the National Reading
Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on
reading and its implications for reading instruction. (NIH Pub. No. 00-4769). Washington, DC: U. S.
Government Printing Office.
Paige, D. D. (2008). An evaluation of whole-class choral reading using science text on oral reading fluency
in struggling adolescents. Unpublished doctoral dissertation. University of Memphis.
Paige, D. D. (2011). Engaging struggling adolescent readers through situational interest: A model
proposing the relationships among extrinsic motivation, oral reading fluency, comprehension, and
academic achievement. Reading Psychology, 32(5), 395-425.
Paige, D. D. (2011). 16 minutes with “eyes-on-text” can make a difference: Whole-class choral reading
as an adolescent reading strategy. Reading Horizons, 51(1), 1-20.
Paige, D. D., & Magpuri-Lavell, T. (2011). Unpacking adolescent literacy skills in a high-poverty, urban
high school. In T. Morrison, L. Martin, M. Boggs, & S. Szabo, (Eds.), Literacy promises: The thirty-third
yearbook, a double peer reviewed publication of the Association of Literacy Educators and Researcher:
Vol. 33, (pp. 219-236). Association of Literacy Educators and Researchers: Corpus Christi, TX.
Paige, D. D., Magpuri-Lavell, T., Dinkins, E., & Rasinski, T. V. (2014). Accumaticity and prosody: Smooth
reading partners with comprehension. In preparation.
Paige, D. D., Rasinski, T. V., &Magpuri-Lavell, 2012). Is fluent expressive reading important for high
school readers? Journal of Adult and Adolescent Literacy, 56(1), 67-76.
Paige, D. D., Rasinski, T. V., Magpuri-Lavell, T., & Smith, G. S. (2014). Interpreting the relationships
among prosody, automaticity, accuracy, and silent reading comprehension in secondary students.
Journal of Literacy Research,
Paige, D. D., Spagnoli, V., & Wood, H. (2013). Literacy acquisition in Indian students: A descriptive study
of reading achievement in one English medium school. World Journal of Education, 3(2), 11-23.
doi:10.5430/wje.v3n2p11
Pinnell, G. S., Pikulski, J. J., Wixon, K. K., Campbell, J. R., Gough, P. B., & Beatty. A. S. (1995). Listening to
children read aloud. Washington, D.C.: Office of Educational Research and Improvement, U.S.
Department of Education.
Perfetti, C. A. (1985). Reading ability. New York: Oxford Press.
Rasinski, T. V., & Padak, N. C. (2005). Fluency beyond the primary grades: Helping adolescent struggling
readers. Voices From the Middle, 13(1), 34-41.
Rasinski, T. V., Padak, N. D., McKeon, C. A., Wilfong, L. G., Friedauer, J. A., & Heim, P. (2005). Is reading
fluency a key for successful high school reading? Journal of Adolescent & Adult Literacy, 49(1), 22-27.
Rasinski, T. V., Reutzel, R., Chard, D. & Linan-Thompson, S. (2011). Reading fluency. In M. L., Kamil, P. D.
Pearson, E. B. Moje, & P. Afflerbach (Eds.), Handbook of Reading Research (Vol., 4), pp. 296-319.
Mahwah, NJ: Erlbaum.
Raynor, K., Pollatsek, A., Ashby, J., & Clifton Jr., C. (2012). Psychology of reading (2nd ed.). New York:
Psychology Press.
Samuels, S. J. (2007). The DIBELS tests: Is speed of barking at print what we mean by reading fluency?
Reading Research Quarterly, 42(4), 563-566.
Scammacca, N., Roberts, G., Vaughn, S., Edmonds, N., Wexler, J., Reutebuch, C. K., & Torgeson, J. (2007).
Reading interventions for struggling readers: A meta-analysis with implications for practice.
Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Schnatschneider, C., Buck, J., Torgesen, J. K., Wagner, R. K., Hassler, L., Hecht, S., et al. (2004). A
multivariate study of factors that contribute to individual differences in performance on the Florida
Comprehensive Reading Test (Technical Report No. 5). Tallahassee: Florida Center for Reading
Research.
Schwanenflugel, P. J., Meisinger, E. B., Wisenbaker, J. M., Kuhn, M. R., Strauss, G. P., & Morris, R. D.
(2006). Becoming a fluent and automatic reader in the early elementary years. Reading Research
Quarterly, 41(4), 496-522.
Shankweiler, D., Crain, S., Brady, S., & Macarruso, P. (1992). Identifying the causes of reading disabilities.
In D. S. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp.
275-305). Hillsdale, NJ: Erlbaum.
Shankweiler, D., Crain, S., Katz, L., Fowler, A. E., Liberman, A. M., Brady, S. A., et al. (1995). Cognitive
profiles of reading-disabled children: Comparison of language skills in phonology, morphology,
and syntax. Psychological Science, 6(3), 149-156.
Shaywitz, S. E., Fletcher, J. M., & Shaywitz, B. A. (1994). Issues in the definition and classification of
attention deficit disorder. Topics in Language Disorder, 14(2), 1-25.
Stecker, S. K., Roser, N. L., & Martinez, M. G. (1998). Understanding oral reading fluency. In T. Shanahan
& F.V. Rodriquez-Brown (Eds.) 47th yearbook of the National Reading Conference (pp. 295-310).
Chicago: National Reading Conference.
Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645.
Topping, K. J. (2006). Building reading fluency: Cognitive, behavioral, and socioemotional factors and
the role of peer-mediated learning. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say
about fluency instruction (pp. 106-129). Newark, NH: International Reading Association.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., & Hecht, S. (1997). Contributions of
phonological awareness and rapid automatic naming to the growth of word-reading skills in
second- to fifth-grade children. Scientific Studies of Reading, 1(2), 161-185.
Torgesen, J., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., & Garvan, C. (1999).
Preventing reading failure in children with phonological processing difficulties: Group and
individual responses to instruction. Journal of Educational Psychology, 81, 579-593.
Young, A., & Bowers, P. (1995). Individual difference and text difficulty determinants of reading fluency
and expressiveness. Journal of Experimental Child Psychology, 60, 428-454.
Zutell, J., & Rasinski, T. V. (1991). Training teachers to attend to their students’ oral reading fluency.
Theory into Practice, 30(3), 211-217.
