Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Fuchs, D.
Right arrow Articles by Fuchs, L. S.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Fuchs, D.
Right arrow Articles by Fuchs, L. S.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Peer-Assisted Learning Strategies

Promoting Word Recognition, Fluency, and Reading Comprehension in Young Children

Douglas Fuchs

Peabody College of Vanderbilt University, doug.fuchs{at}vanderbilt.edu

Lynn S. Fuchs

Peabody College of Vanderbilt University

In this article, we summarize a good portion of the CASL research program on reading in the early grades. We first describe investigations conducted in kindergarten, where our focus was on the development of decoding and word recognition. Then we discuss studies conducted in first grade, where we continued to emphasize decoding and word recognition but expanded our focus to include fluency and comprehension. In explaining the methods of these studies, we provide the greatest detail for the first study, at kindergarten. Our description of subsequent studies is more concise because they share many methodological features with the first kindergarten study. Before closing, we offer several conclusions about practice and future research.

The Journal of Special Education, Vol. 39, No. 1, 34-44 (2005)
DOI: 10.1177/00224669050390010401
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?