Council for Exceptional Children, the Division for Learning Disabilities (DLD) and the Division for Research (DR). Fluency Instruction.
Dowhower, S. (1989) Repeated reading: Research into practice. The Reading Teacher, 42(7), 502-507.
Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading Fluency Assessment and Instruction: What, Why, and How?. The Reading Teacher, 58(8), 702-714.
Johns, J. & Berglund, R. (2002). Fluency: Question, answers, evidence-based strategies. Dubuque, IO: Kendall/Hunt Publishing Company.
Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58(4), 338-344.
Lee, J., & Yoon, S. Y. (2017). The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities: A Meta-Analysis. Journal of Learning Disabilities, 50(2), 213–224. https://doi.org/10.1177/0022219415605194 (opens in a new window)
Murray, B. (1999). Two Methods for Developing Fluency.
Rasinski, T. (2003) The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York, NY: Scholastic Professional Books.
Samuels, S. J. (2002). Reading fluency: It’s development and assessment. In Farstrup, A. & Samuels, S. (Ed.). What research has to say about reading instruction (pp. 166-183). Newark, Delaware: International Reading Association.
Samuels, S. J. (1997). The method of repeated readings. The Reading Teacher, 50(5), 376-381.
Therrien, W. J. (2004). Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis. Remedial and Special Education, 25(4), 252–261. https://doi.org/10.1177/07419325040250040801 (opens in a new window)
Vaca, R. & Vaca, J. (1999). Content area reading: Literacy and learning across the curriculum, 6th edition. New York, NY: Logman.