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Fluency as an Instructional Problem

by Richard Allington - February 26, 2007

While fluency has risen to the top of the instructional agenda there is much about fluency that seems not well understood. Problems with fluency development seems most often related to particular instructional environments and addressing these instructional factors seems the most likely route to fostering fluent reading.

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Cite This Article as: Teachers College Record, Date Published: February 26, 2007
https://www.tcrecord.org ID Number: 13585, Date Accessed: 8/2/2021 12:35:54 PM

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About the Author
  • Richard Allington
    University of Tennessee
    E-mail Author
    RICHARD ALLINGTON is professor of education at the University of Tennessee. Previously he served as the Irving and Rose Fien Distinguished Professor of Education at the University of Florida, and as chair of the Department of Reading at the University at Albany, SUNY.
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