Implementing a Framework for Remedial Reading for Seventh and Eighth Grades: A Delphi Study Page: 34
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information processing in reading (LaBerge & Samuels, 1974).
According to the automaticity theory, a fluent reader de-
codes text automatically, leaving attention free to be used
for comprehension. In the University of Minnesota Research
(Samuels, 1979), fluency was separated into two components—
accuracy of word recognition and speed. Samuels believes
that for the purpose of building fluency, speed rather than
accuracy should be stressed.
Repeated reading is meaningful because the students are
reading interesting material in context (Samuels, 1979).
Although comprehension may be poor with the first reading
of the text, with each additional re-reading the student is
better able to comprehend because the decoding barrier to
comprehension is gradually overcome. With each re-reading,
less attention is required for decoding, leaving more
attention for comprehension. Therefore, re-reading builds
both fluency and comprehension. Samuels (1979) suggests
that an additional technique for building comprehension
would be to ask the student a different comprehension
question with each re-reading of the passage.
According to Samuels (1979), we do not have tests suit-
able for classroom use which would tell us if a student is
able to recognize the printed words without attention. We
have to settle for what may be called indicators of automa-
ticity. Studies (LaBerge, 1973; Perfetti, 1971) suggest
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Jennings, Frances D. (Frances Ditto). Implementing a Framework for Remedial Reading for Seventh and Eighth Grades: A Delphi Study, dissertation, May 1984; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc331522/m1/42/: accessed April 23, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .