Slow Down, Children Learning: Reading Rates in Expository Text

• In Event: Roundtable Session 4
  In Roundtable Session: Academic Language in Content Literacy Classrooms

Abstract

This study explores reading rates in expository text for students in first, second, and third grade in order to answer two research questions: 1)What reading rates do students demonstrate at the end of first, second, and third grade in expository text?, and 2)How do reading rates in expository text compare to published reading rate norms collected using narrative text and CBM procedures? Findings indicate that stronger readers read expository text more slowly than narrative text. Implications for instruction and theory are discussed.

Author

• Laura Tortorelli, University of Virginia