Explicit Teaching of Reading Fluency and Students’ Reading Comprehension in Elementary School

By Dubé France, Ouellet Chantal and Bessette Lyne.

Published by The International Journal of Learner Diversity and Identities

Format Price
Article: Print $US10.00
Published online: May 6, 2016 $US5.00

Many young students experience significant problems in reading, a factor that may lead to later learning difficulties and dropping out of school. Students who lack reading fluency will find it more difficult to understand a text. Explicit teaching would be particularly effective in teaching students at risk. This research project studies the effects of a reading program with educational activities that target specific strategies on fluency and reading comprehension. The program is being piloted from third to fourth grade (n = 56). A pre-test and a post-test were administered to evaluate students’ reading fluency as well as a pre- and a post-reading comprehension test to track the students’ progress. In order to assess the overall performance of students, we selected three components to measure their fluency: their accuracy, their speed, and their expression. Our findings show that many at-risk students and students with difficulties made progress in their reading fluency. Additionally, correlations could be observed between the improvement in fluency and the results of the reading comprehension tests. Our findings show that many at-risk students, and students with difficulties made progress in their reading fluency. Additionally, correlations could be observed between the improvement in fluency and the results of the reading comprehension tests (Jenkins et al.,2003).

Keywords: Reading, Fluency, Comprehension, Elementary School

The International Journal of Learner Diversity and Identities, Volume 23, Issue 2, June 2016, pp.31-40. Article: Print (Spiral Bound). Published online: May 6, 2016 (Article: Electronic (PDF File; 591.332KB)).

Prof. Dubé France

Professor, Université du Québec à Montréal, ADEL, Montréal, Québec, Canada

Prof. Ouellet Chantal

Professor, Université du Québec à Montréal, ADEL, Montréal, Québec, Canada

Bessette Lyne

Ph.D. candidate, Université du Québec à Montréal, Montréal, Québec, Canada