Person, Mary E.
February 1990
Reading Teacher;Feb90, Vol. 43 Issue 6, p428
Academic Journal
Describes a strategy called 'Say It Right!' that allows school children to see that reading aloud can be more than simply reading from their textbooks. Mechanics of the strategy; Expressive reading by the students; Variations in the strategy.


Related Articles

  • Abracadabral Reading Casts a Spell. Benoit, Robin Moore // School Library Journal;Sep81, Vol. 28 Issue 1, p47 

    Reports on the Fairport Public Library in New York's oral reading activity for elementary school students. Benefits provided by the program to students; Participants in the program; Activities involved in the project.

  • INCREASING AT-RISK STUDENTS' LITERACY SKILLS: FOSTERING SUCCESS FOR CHILDREN AND THEIR PRESERVICE READING ENDORSEMENT TUTORS. Leal, Dorothy; Johanson, George; Toth, Allison; Chin-Cheng Huang, Allison // Reading Improvement;Spring2004, Vol. 41 Issue 1, p51 

    Examines the impact of the tutoring program of preservice reading endorsement students on the reading skills of students at-risk in the U.S. Failure of the program to improve the reading skills of the students; Mean gain in grade of the students for oral reading comprehension, listening...

  • Effects of a Peer-Delivered Corrective Reading Program. Harris, Robert E.; Marchand-Martella, Nancy; Martella, Ronald C. // Journal of Behavioral Education;Mar2000, Vol. 10 Issue 1, p21 

    The effects of a peer-delivered Corrective Reading program (CRP) (Engelmann, Hanner, & Johnson, 1989) with repeated reading on the reading performance of at-risk high school students were examined. High school peer instructors and students in need of reading remediation were randomly assigned to...

  • A Comparison of the Effects of Two Rates of Listening While Reading on Oral Reading Fluency and Reading Comprehension. Lionetti, Timothy M.; Cole, Christine L. // Education & Treatment of Children (West Virginia University Pres;May2004, Vol. 27 Issue 2, p114 

    This study compared the effects of two different listening while reading (LWR) rates on words correct per minute, accuracy, generalization, and comprehension for four 4th- and 5th-graders. It was hypothesized the effects of LWR would increase as the rate of LWR more closely approximated the...

  • SILENT AND ORAL READING FLUENCY: WHICH ONE IS THE BEST PREDICTOR OF READING COMPREHENSION OF TURKISH ELEMENTARY STUDENTS? YILDIRIM, Kasım; ATEŞ, Seyit // International Journal on New Trends in Education & their Implica;Oct2012, Vol. 3 Issue 4, p79 

    The aim of this research was to learn whether silent reading fluency was the predictor of reading comprehension and which variable including silent or oral reading fluency was the best predictor of reading comprehension. With this aim, the study used correlational design and the study sample...

  • Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in Grades 7 and 8. Baker, Doris; Baker, Scott; Biancarosa, Gina; Park, Bitnara; Bousselot, Tracy; Smith, Jean-Louise; Kame'enui, Edward; Alonzo, Julie; Tindal, Gerald // Reading & Writing;Jan2015, Vol. 28 Issue 1, p57 

    We examined the criterion validity and diagnostic efficiency of oral reading fluency (ORF), word reading accuracy, and reading comprehension (RC) for students in Grades 7 and 8 taking into account form effects of ORF, time of assessment, and individual differences, including student designations...

  • Reading fluency skill and the prosodic marking of linguistic focus. Schwanenflugel, Paula; Westmoreland, Matthew; Benjamin, Rebekah // Reading & Writing;Jan2015, Vol. 28 Issue 1, p9 

    The purposes of the study were to determine whether third grade children mark linguistic focus features in their reading prosody and whether strong marking of these linguistic focus features might comprise an aspect of expressive reading typical of skilled, fluent reading. Children read a...

  • Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 4. Li, Liping; Wu, Xinchun // PLoS ONE;Mar2015, Vol. 10 Issue 3, p1 

    Purpose: This study examined the contribution of metalinguistic awareness including morphological awareness, phonological awareness and orthographical awareness to reading comprehension, and the role of reading fluency as a mediator of the effects of metalinguistic awareness on reading...

  • Teaching for Synthesis of Informational Texts With Read-Alouds. Cummins, Sunday; Stallmeyer-Gerard, Cate // Reading Teacher;Mar2011, Vol. 64 Issue 6, p394 

    The article discusses how oral reading can help students to better comprehend complex informational texts and also considers assessment-driven instruction. The study was conducted in a third-grade classroom and used assessments to test the reading comprehension of reading materials that students...


Read the Article

Other Topics