| The purpose of this study was to expand definitions of oral reading fluency by describing in detail how early readers developed oral reading fluency in a naturalistic setting while reading continuous texts. The theoretical foundation for the study was situated in early literacy development as a complex work adaptive system. Rather than adopt a qualitative or quantitative stance, a complementary methods approach provided the complex research lens for the study.;A cross-case micro and macro analyses of 186 records of four children's oral reading during early intervention lessons were conducted. Analyses included detailed coding of prosody from audio-wave software, qualitative coding of audio and video transcripts into data display charts and statistical analyses of accuracy, self correction rate, prosody, rate of reading and comprehension from a researcher designed observation chart.;Findings revealed five recursive themes from within and across the case studies: (a) oral reading fluency processing is complex and unique to individual readers, (b) oral reading fluency may be an emergent, nonlinear behavior that changes over time, (c) readers engage in variable or adaptive reading rates, (d) visible and invisible factors influence oral reading fluency processing and (e) oral reading fluency is within the scope of early readers. Theoretical, research and educational implications are discussed. |
