Reading Fluency as an Outcome of a Repertoire of Interactive Reading Competencies: How to Teach it to Different Types of Dysfluent Readers (and How ICT Can Help)

Grace Oakley

Reading Fluency as an Outcome of a Repertoire of Interactive Reading Competencies: How to Teach it to Different Types of Dysfluent Readers (and How ICT Can Help)

Graduate School of Education

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	13-21
Journal	New England Reading Association Journal
Volume	41
Issue number	1
Publication status	Published - 2005

Cite this

@article{551de9965ccd44139421772c2bb66785,

title = "Reading Fluency as an Outcome of a Repertoire of Interactive Reading Competencies: How to Teach it to Different Types of Dysfluent Readers (and How ICT Can Help)",

author = "Grace Oakley",

year = "2005",

language = "English",

volume = "41",

pages = "13--21",

journal = "New England Reading Association Journal",

number = "1",

}

TY - JOUR

T1 - Reading Fluency as an Outcome of a Repertoire of Interactive Reading Competencies: How to Teach it to Different Types of Dysfluent Readers (and How ICT Can Help)

AU - Oakley, Grace

PY - 2005

Y1 - 2005

UR - https://search.proquest.com/openview/52b33a4f5072da61a61ba893fbef3941/1?pq-origsite=gscholar&cbl=34991

M3 - Article

VL - 41

SP - 13

EP - 21

JO - New England Reading Association Journal

JF - New England Reading Association Journal

IS - 1

ER -

Reading Fluency as an Outcome of a Repertoire of Interactive Reading Competencies: How to Teach it to Different Types of Dysfluent Readers (and How ICT Can Help)

Other files and links

Cite this