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Fodor, J. D. (2002). Prosodic Disambiguation in Silent Reading. In M. Hirotani (Ed.), Proceedings of the North East Linguistics Society (Vol. 32, pp. 112-132). Amherst, MA: GSLA.

has been cited by the following article:

• TITLE: Fluency Differences by Text Genre in Proficient and Struggling Secondary Students

  AUTHORS: David Paige, Theresa Magpuri-Lavell, Timothy Rasinski, Willam Rupley

  KEYWORDS: Fluency, Text-Genre, Secondary Students, Narrative, Informational Text

  JOURNAL NAME: Advances in Literary Study, Vol.3 No.4, October 13, 2015

  ABSTRACT: Reading fluency has been found to be an essential component of proficient reading and is a significant part of the Common Core State Standards (CCSS, 2010; NRP, 2000). Previous research has found that students may often differ in their ability to fluently read narrative and informational text. In this study we examine differences in fluent reading by text-genre in a sample of 108 ninth-grade readers. We also investigate these same differences based on whether a student is a proficient or struggling reader. Results for the total sample of readers show that oral reading fluency is more languid when students read informational texts. Additionally, large differences are found when readers are blocked as either proficient or struggling. Instructional implications are discussed.