Allington, R. L. (1983). Fluency: The neglected reading goal. The Reading Teacher, 36(6), 556-
561. Retrieved from http://www.jstor.org/stable/20198272
Allington, R. L. (2013). What really matters when working with struggling readers. The Reading
Teacher, 66(7), 520-530. doi: 10.1002/TRTR.1154
Chomsky, C. (1976). After decoding: What? Language Arts, 53(3), 288-314. Retrieved from
http://www.jstor.org/stable/41404149
Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers'
fluency and comprehension. Reading Research Quarterly, 22(4), 389-406. doi:
10.2307/747699
Dowhower, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory Into
Practice, 30(3), 165-175. doi: 10.1080/00405849109543497
Fraenkel, J.R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in
Education (8th ed.). New York, NY: McGraw-Hill.
Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an
engagement model of classroom practice. Reading & Writing Quarterly, 19(1), 59-85. doi: 10.1080/10573560308203
Haskins, T., & Aleccia, V. (2014). Toward a reliable measure of prosody: An investigation of
rater consistency. International Journal of Education and Social Science, 1(5), 102-112. Retrieved from: http://www.ijessnet.com/wp-content/uploads/2014/12/10.pdf
Johnson, D., & Blair, A. (2003). The importance and use of student self-selected literature to
reading engagement in an elementary reading curriculum. Reading Horizons, 43(3), 3. Retrieved from: http://scholarworks.wmich.edu/reading_horizons/vol43/iss3/3/
Joseph, L. M. (2008). Best practices on interventions for students with reading problems. Best
practices in school psychology, 4, 1163-1180. Retireved from https://www.killeenisd.org/ teacherDocs/c53/e2914/documents/ReadingLiteracy-85368.pdf
Marcell, B. (2011). Putting fluency on a fitness plan: Building fluency's meaning making
muscles. The Reading Teacher, 65(4), 242-249. doi: 10.1002/TRTR.01034+
Marchand-Martella, N. E., Martella, R. C., Modderman, S. L., Petersen, H. M., & Pan, S. (2013).
Key areas of effective adolescent literacy programs. Education and Treatment of Children, 36(1), 161-184. Retrieved from http://muse.jhu.edu.jproxy.lib.ecu.edu /journals/education_and_treatment_of_children/v036/36.1.marchand-martella.html
Margolis, H., & McCabe, P. P. (2006). Improving self-efficacy and motivation what to do, what
to say. Intervention in school and clinic, 41(4), 218-227. doi:
10.1177/10534512060410 040401
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for
teachers. The Reading Teacher, 43(9), 626-639. Retrieved from http://www.jstor.org/ stable/20200500
Mercer, C. D., Campbell, K. U., Miller, M. D., Mercer, K. D., & Lane, H. B. (2000). Effects of a
reading fluency intervention for middle schoolers with specific learning disabilities. Learning Disabilities Research & Practice, 15(4), 179-189. doi: 10.1207/SLDRP1504_2
Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and
new directions. Annals of dyslexia, 49(1), 283-306. Retrieved from http://link.springer.com.jproxy.lib.ecu.edu/article/10.1007/s11881-999-0027-8#page-1
Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children's
reading skills and reading motivation? Exceptional Children, 73(2), 165-183. doi: 10.1177/001440290707300203
Morris, D., & Gaffney, M. (2011). Building reading fluency in a learning‐disabled middle school
reader. Journal of Adolescent & Adult Literacy, 54(5), 331-341. doi:
10.1598/JAAL.54.5.3
National Institute of Child Health and Human Development. (2002). 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: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. Retrieved from http://www.nichd.nih.gov/publications/pubs/nrp/ documents/report.pdf
Oostdam, R., Blok, H., & Boendermaker, C. (2014). Effects of individualised and small-group
guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2–4. Research Papers in Education, (ahead-of-print), 1-24. doi: 10.1080/02671522.2014.953195
Rasinski, T. (2004). Creating fluent readers. Educational Leadership, 61(6), 46-51. Retrieved
from http://educationalleader.com/subtopicintro/read/ASCD/ASCD_364_1.pdf
Rasinski, T. V. (2012). Why reading fluency should be hot! The Reading Teacher, 65(8), 516-
522. doi: 10.1002/TRTR.01077
Rasinski, T., Rikli, A., & Johnston, S. (2009). Reading fluency: More than automaticity? More
than a concern for the primary grades? Literacy Research and Instruction, 48(4), 350-361. doi: 10.1080/19388070802468715
Roberts, G., Vaughn, S., Fletcher, J., Stuebing, K., & Barth, A. (2013). Effects of a response‐
based, tiered framework for intervening with struggling readers in middle school. Reading Research Quarterly, 48(3), 237-254. doi: 10.1002/rrq.47
Roundy, A. R., & Roundy, P. T. (2009). The effect of repeated reading on student fluency: Does
practice always make perfect. International Journal of Social Sciences, 4(1), 54-59. doi=10.1.1.308.969 &rep=rep1&type=pdf
Samuels, S. J. (1979). The method of repeated reading. The Reading Teacher 32(4), 403-
408. Retrieved from http://www.jstor.org.jproxy.lib.ecu.edu/stable/20194790
Zutell, J., & Rasinski, T. V. (1991). Training teachers to attend to their students’ oral reading
fluency. Theory Into Practice, 30(3), 211-217. doi: 10.1080/00405849109543502
561. Retrieved from http://www.jstor.org/stable/20198272
Allington, R. L. (2013). What really matters when working with struggling readers. The Reading
Teacher, 66(7), 520-530. doi: 10.1002/TRTR.1154
Chomsky, C. (1976). After decoding: What? Language Arts, 53(3), 288-314. Retrieved from
http://www.jstor.org/stable/41404149
Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers'
fluency and comprehension. Reading Research Quarterly, 22(4), 389-406. doi:
10.2307/747699
Dowhower, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory Into
Practice, 30(3), 165-175. doi: 10.1080/00405849109543497
Fraenkel, J.R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in
Education (8th ed.). New York, NY: McGraw-Hill.
Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an
engagement model of classroom practice. Reading & Writing Quarterly, 19(1), 59-85. doi: 10.1080/10573560308203
Haskins, T., & Aleccia, V. (2014). Toward a reliable measure of prosody: An investigation of
rater consistency. International Journal of Education and Social Science, 1(5), 102-112. Retrieved from: http://www.ijessnet.com/wp-content/uploads/2014/12/10.pdf
Johnson, D., & Blair, A. (2003). The importance and use of student self-selected literature to
reading engagement in an elementary reading curriculum. Reading Horizons, 43(3), 3. Retrieved from: http://scholarworks.wmich.edu/reading_horizons/vol43/iss3/3/
Joseph, L. M. (2008). Best practices on interventions for students with reading problems. Best
practices in school psychology, 4, 1163-1180. Retireved from https://www.killeenisd.org/ teacherDocs/c53/e2914/documents/ReadingLiteracy-85368.pdf
Marcell, B. (2011). Putting fluency on a fitness plan: Building fluency's meaning making
muscles. The Reading Teacher, 65(4), 242-249. doi: 10.1002/TRTR.01034+
Marchand-Martella, N. E., Martella, R. C., Modderman, S. L., Petersen, H. M., & Pan, S. (2013).
Key areas of effective adolescent literacy programs. Education and Treatment of Children, 36(1), 161-184. Retrieved from http://muse.jhu.edu.jproxy.lib.ecu.edu /journals/education_and_treatment_of_children/v036/36.1.marchand-martella.html
Margolis, H., & McCabe, P. P. (2006). Improving self-efficacy and motivation what to do, what
to say. Intervention in school and clinic, 41(4), 218-227. doi:
10.1177/10534512060410 040401
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for
teachers. The Reading Teacher, 43(9), 626-639. Retrieved from http://www.jstor.org/ stable/20200500
Mercer, C. D., Campbell, K. U., Miller, M. D., Mercer, K. D., & Lane, H. B. (2000). Effects of a
reading fluency intervention for middle schoolers with specific learning disabilities. Learning Disabilities Research & Practice, 15(4), 179-189. doi: 10.1207/SLDRP1504_2
Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and
new directions. Annals of dyslexia, 49(1), 283-306. Retrieved from http://link.springer.com.jproxy.lib.ecu.edu/article/10.1007/s11881-999-0027-8#page-1
Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children's
reading skills and reading motivation? Exceptional Children, 73(2), 165-183. doi: 10.1177/001440290707300203
Morris, D., & Gaffney, M. (2011). Building reading fluency in a learning‐disabled middle school
reader. Journal of Adolescent & Adult Literacy, 54(5), 331-341. doi:
10.1598/JAAL.54.5.3
National Institute of Child Health and Human Development. (2002). 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: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. Retrieved from http://www.nichd.nih.gov/publications/pubs/nrp/ documents/report.pdf
Oostdam, R., Blok, H., & Boendermaker, C. (2014). Effects of individualised and small-group
guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2–4. Research Papers in Education, (ahead-of-print), 1-24. doi: 10.1080/02671522.2014.953195
Rasinski, T. (2004). Creating fluent readers. Educational Leadership, 61(6), 46-51. Retrieved
from http://educationalleader.com/subtopicintro/read/ASCD/ASCD_364_1.pdf
Rasinski, T. V. (2012). Why reading fluency should be hot! The Reading Teacher, 65(8), 516-
522. doi: 10.1002/TRTR.01077
Rasinski, T., Rikli, A., & Johnston, S. (2009). Reading fluency: More than automaticity? More
than a concern for the primary grades? Literacy Research and Instruction, 48(4), 350-361. doi: 10.1080/19388070802468715
Roberts, G., Vaughn, S., Fletcher, J., Stuebing, K., & Barth, A. (2013). Effects of a response‐
based, tiered framework for intervening with struggling readers in middle school. Reading Research Quarterly, 48(3), 237-254. doi: 10.1002/rrq.47
Roundy, A. R., & Roundy, P. T. (2009). The effect of repeated reading on student fluency: Does
practice always make perfect. International Journal of Social Sciences, 4(1), 54-59. doi=10.1.1.308.969 &rep=rep1&type=pdf
Samuels, S. J. (1979). The method of repeated reading. The Reading Teacher 32(4), 403-
408. Retrieved from http://www.jstor.org.jproxy.lib.ecu.edu/stable/20194790
Zutell, J., & Rasinski, T. V. (1991). Training teachers to attend to their students’ oral reading
fluency. Theory Into Practice, 30(3), 211-217. doi: 10.1080/00405849109543502