Response to article: Making it sound like language.

Journal Article:

Stahl, S. A. & Kuhn, M. R. (2002). Making it sound like spoken communication: Developing

suaveness. The education Teacher, 55(6), 582-585. Retrieved June 19, 2005 from the ProQuest database.

This article takes a close look at how developing fluency in the classroom should be completed. Stahl and Kuhn recall that training development does non occur overnight. Becoming a fluent reader can some beats be a timely process. on that point are many aspects that go into world a fluent reader. Some of these aspects are: connections, perceptions, and phonemic awareness. As educators, it is known that some children are better readers than others. If children do not make the transition into being fluent readers, they will check difficulties in constructing the meaning from the school text. They will read text without comprehending it. There is an ineffective method called the round robin technique. This is where students take turns reading aloud within groups. Educators have open up that this technique is exceedingly unproductive and unsuccessful. Students who are not reading are both daydreaming or browsing through the text. To develop fluency teacher-directed lessons are needed; this gives the students the opportunity to spend to a greater extent time in reading connected text.

For readers who are not fluent, this text provides different approaches that may lead to better wisdom.



The National Reading Panel found sixteen studies that fit their requirements. They found that ingeminate oral reading procedure thats include guidance from teachers, peers or parents had a significant impact on word recognition, fluency, and comprehension across a variety of grade levels. Stahl and Kuhn also examined repeated reading and assisted reading. Looking at both of these techniques they found them to have various differences. They came to the conclusion that assisted reading was more successful. As a teacher models the reading, the students seem to be more...

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