Research
1. Stahl, S. A., & Heubach, K. M. (2005). Fluency-oriented reading instruction. Journal of Literacy Research, 37(1), 25–60. doi:10.1207/s15548430jlr3701_2
Summary: In this article, researchers summarize a two-year study on growth in fluency and accuracy. Students were encouraged to self-select their text. The study revealed that children generally chose books at or below their reading ability; however, those students who self-selected more difficult texts, with teacher support and scaffolding benefitted more than originally assumed.
2. Kuhn, M. R., Schwanenflugel, P. J., Morris, R. D., Morrow, L. M., Woo, D. G., Meisinger, E. B, Sevcik, R. A., Bradley, B. A., & Stahl, S. A. (2006). Teaching children to become fluent and automatic readers. Journal of Literacy Research, 38(4), 357–387. doi:10.1207/s15548430jlr3804_1
Summary: The purpose of this study was to examine two different instructional strategies that were considered potential methods to improve reading fluency. The strategies included scaffolded approaches and wide-reading. The study revealed that fluency instruction is critical to word reading efficiency and reading comprehension.
3. Garan, E. M., & DeVoogd, G. (2008). The benefits of sustained silent reading: Scientific research and common sense converge. The Reading Teacher, 62(4), 336-–344. doi:10.1598/RT.62.4.6
Summary: Garan and DeVoogd offer an overview of the benefits that sustained silent reading (SSR) brings to the classroom. The article includes a brief discussion related to the debate on the use of SSR and provides creative ideas for its full implementation in the classroom. Teachers learn how to use SSR as common practice.