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1	Musical aptitude, working memory, general intelligence and plurilingualism: When adults learn to read fluently in a foreign language
	Fonseca Mora, María Carmen; Herrero Machancoses, Francisco; Gryb, Olena. - : Cogent OA, 2021
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2	The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency?
	Buyse, Kris; Foncubierta Muriel, José Manuel; Herrero Machancoses, Francisco. - : Frontiers Media, 2020
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3	El proceso lector en español como lengua extranjera: fluidez lectora silenciosa y aptitud musical
	Foncubierta Muriel, José Manuel. - : Asociación Española de Lingüística Aplicada, AESLA, 2020
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4	Perfiles de estudiantes universitarios con dificultades lectoras en el aprendizaje del español como lengua extranjera
	Foncubierta Muriel, José Manuel. - : Universidad de Huelva, 2020
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5	The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency?
	Foncubierta Muriel, José Manuel; Machancoses, Francisco H.; Buyse, Kris. - : Frontiers Media, 2020
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6	La competencia lectora del alumnado universitario en contexto AICLE
	Foncubierta Muriel, José Manuel; Herrero Machancoses, Francisco; Fonseca Mora, María Carmen
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), pags. 75-88 (2018)
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7	An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment
	Bloomquist, Christy L.
	In: All Graduate Theses and Dissertations (2017)
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8	Underlying skills of oral and silent reading.
	van den Boer, M; van Bergen, E; de Jong, PF
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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9	Investigating eye-movement behavior during reading utilizing eye-tracking technology
	Rogers, Laura Sophia. - : uga, 2014
	Abstract: Fluent reading is considered to be a necessary component for reading comprehension because it frees attentional resources that can then be used to understand what it being read (Laberge & Samuels, 1974). Despite a large research base demonstrating the importance of assessing and teaching reading fluency, much is unknown regarding what underlying behaviors are associated with the development of reading fluency. Recent advances in eye-tracking technology allow for the investigation of what behaviors contribute to fluent reading in elementary students. The current document outlines two studies completed to fulfill the doctoral dissertation requirement of the school psychology program at the University of Georgia. The purpose of Study 1 was to determine the similarities and differences between eye movements during silent and oral reading in children. It is well documented that adult eye movements differ during silent and oral reading; however, the extent to which these results generalize to developing readers was previously unknown. Thus, a sample of 57 third grade students’ eye movements were recorded while they were reading a passage either silently or aloud. T-tests were conducted to compare the two groups across multiple eye-movement variables. Results suggest that, similar to adults, third grade students’ eye-movement behavior also differs during silent and oral reading. Study 2 evaluated the effects of providing students with listening passage preview (LPP) in conjunction with repeated reading (RR). The same 57 third grade students from Study 1 were assigned to either a condition in which they read a passage 4 times (RR) or a condition in which they first listened to a fluent reading of the passage and then read the passage 3 times (LPP+RR). Results indicated that students’ in both conditions increased their reading fluency and decreased the number of errors they made during reading. Students’ reading behavior were similar during the two intervention conditions across all variables except for one. Students in the LPP+RR condition made significantly more regressions across all trials. Students in both conditions significantly reduced the average number of regressions, decreased their average total fixation time, and made fewer fixations on average on all words in the passage across trials. Significant differences across trials were also found on the reading of high- and low-frequency words. ; PhD ; Educational Psychology and Instructional Technology ; School Psychology ; Scott Ardoin ; Scott Ardoin ; Kristin Sayeski ; Amy Reschly ; Jennifer Lindstrom
	Keyword: curriculum-based measurement; eye movements; listening passage preview; oral reading; reading; reading fluency; repeated readings; silent reading
	URL: http://hdl.handle.net/10724/31286 http://purl.galileo.usg.edu/uga_etd/rogers_laura_s_201408_phd
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10	The Effect of Teacher Modeling on Reading Behaviors, Fluency and Comprehension
	Anthony, Anna. - : East Carolina University, 2012
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11	Orthographic processing efficiency in developmental dyslexia: an investigation of age and treatment factors at the sublexical level
	Wolf, Maryanne; O'Brien, Beth A.; Miller, Lynne T....
	In: Annals of dyslexia. - New York, NY : Springer 61 (2011) 1, 111-135
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12	Adult ESL Oral Reading Fluency and Silent Reading Comprehension
	Lems, Kristin
	In: Dissertations (2003)
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