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Adolescent students with disabilities often struggle with completing writing tasks efficiently. Until recently, most research regarding writing efficiency or fluency has examined production skills such as handwriting with young writers or examined how to use measures of fluency to assess student performance. In this chapter, 10 studies that directly address the impact of instruction on adolescents' writing fluency will be reviewed. Findings indicated that when teacher modeling and structured practice was provided for writing within a time limit, students' writing improved in the number of ideas or text parts written and in holistic quality. When measured, improvement generalized to a standardized writing fluency test. Implications for future research are noted.

In the United States, a significant number of primary grade students struggle to achieve fluency in reading. Research indicates that achieving proficiency in the foundational reading competencies is a common difficulty manifested in a majority of these students. We will explore approaches for helping younger students develop proficiency in word recognition, reading fluency, and ultimately comprehension. A number of the research-based strategies can be used with the whole class which creates a context for inclusive literacy education.

This study investigated the impacts of the interaction experiential customization (IEC) mode on consumers' information processing fluency and green customization intention (GCI) as well as the moderating effect of consumers' self-construal.

This study conducted an online field experiment, questionnaire study and between-subjects laboratory experiment to test the hypotheses.

It was found that IEC had a significant positive effect on consumers' GCI. Moreover, consumer retrieval processing fluency played a partial mediating role in the relationship between IEC and GCI. In addition, consumers' self-construal moderated the “IEC? Three dimensions of processing fluency” relationships.

The results emphasized the importance of IEC in influencing consumers' consumption intention in a green customization setting and have some practical implications, that is, companies have the opportunity to use appropriate digital choice architecture designs, which can enhance consumer processing fluency when promoting eco-friendly products in the customized consumption process, especially for independent consumers.

This study focused on the customization design on consumers' GCI and explained the mechanism of impact of IEC on improving consumers' processing fluency and GCI in a product customization setting based on the fluency theory. In addition, this study investigated the moderating effect of consumers' self-construal (independent vs interdependent) on their significant different information processing modes for low-carbon choices.

Reading fluency, which is critical for developing reading comprehension, is a fundamental skill in both school and life. However, many students with learning and behavioral disabilities are disfluent readers. To improve reading performance for these learners, educators should implement practices shown by reliable research to cause improved reading fluency. In this chapter, following a discussion of reading fluency and its importance, we describe two instructional practices that educators might use to improve students’ reading fluency: colored filters and repeated reading. The research on the colored filters is, at best, inconclusive, whereas the research literature suggests that repeated reading is an effective practice. To bridge the gap between research and practice and improve the reading fluency of students with learning and behavioral disabilities, educators and other stakeholders should prioritize the use of research-based practices (e.g., repeated reading) but avoid practices without clear research support (e.g., colored filters).

Purpose – This chapter profiles a summer reading clinic that utilizes graduate students (clinicians) to provide diagnostic literacy intervention for students in grades one through six who struggle with reading and writing. The chapter asserts that struggling readers can become successful when instruction is designed around research-based principles of teaching and learning. A description is provided of the instructional routine employed at the clinic that focuses on fluency and has been shown to assist students in making significant improvements in their literacy progress.

Methodology/approach – The authors describe how teachers and intervention specialists work together to provide an effective intervention to the students that emphasizes a specific guided oral fluency routine known as the Fluency Development Lesson (FDL). Each step in the FDL is explained. Prior to instruction, clinicians administered an informal reading inventory to gain baseline data about the students in the areas of word recognition, fluency, and comprehension and to subsequently inform instruction. During the fifth and final week of the program, posttests were administered. T-Tests indicated that students made significant progress (p <.001) from pretest to posttest in all areas measured.

Limitations – The authors acknowledge that the study is small in scale, the intervention period was limited, and the results may have been influenced by outside factors beyond their control.

Research implications – The study's primary purpose was to improve the reading outcomes of the students involved. The reading clinic setting is ideal for further FDL research including its impact on older students and the incorporation of digital texts on student performance. Additionally, readers of the chapter are encouraged to apply the methods and processes to their own classrooms.

Originality/value – This chapter shows how a summer reading clinic strives to apply research-based, common sense factors that matter most in teaching struggling students to read in intervention and classroom settings. Some of the factors such as the importance of instructional routine, time-on-task, text selection, targeted teaching, and instructional talk are considered key to the successful implementation of the FDL and the clinical experience.

This study investigates the effects of vertical direction and rotation of English loan brand names in East Asian languages (Chinese and Korean) on processing fluency, perceived product quality and purchase intention.

Four experiments were conducted in China and Korea, employing a 2 (vertical direction: downward vs upward) X 3 (rotation: 0°/marquee vs 90° clockwise vs 90° counterclockwise) between-subjects factorial design.

The findings showed that when the English loan Chinese brand name was displayed downward, the marquee format was preferred, while counterclockwise rotation was favored when displayed upward. In Korean, clockwise rotation was preferred for downward presentation, while counterclockwise rotation was favored for upward presentation. The effects on purchase intention were mediated by processing fluency and perceived product quality.

This research provides practical implications for global manufacturers and retailers, offering guidance on presenting brand names in East Asian languages and optimizing product packaging designs. For Chinese consumers, the marquee format is recommended for downward-oriented brand names, while counterclockwise rotation is effective for upward orientation. For Korean consumers, clockwise rotation is favored for downward presentation and counterclockwise rotation is preferred for upward presentation. Understanding linguistic habits allows the tailoring of brand presentations, enhancing brand perception and consumer responses.

This study contributes to understanding the role of cultural and linguistic influences on consumer information processing and product perception in vertical presentations of brand names.

This study aims to draw on the malleable nature of processing fluency to identify the role of consumer expectation in generating diverging effects of metacognitive experiences on perception of product innovativeness and product evaluation. It also examines critical boundary conditions to offer a more sophisticated understanding of the interactive effect of expectation and processing fluency.

Studies 1, 2A and 2B recruited 1,922 online participants, and Studies 3 and 4 recruited 644 college students. The authors manipulated product innovativeness expectation by exposing participants to expert reviews of new products, and processing fluency by presenting product detail in either easy-to-read font/color contrast or difficult-to-read font/color contrast. Subsequently, perceived product innovativeness and product evaluation including actual product adoption were measured.

When a product was expected to be innovative (ordinary), feelings of difficulty with processing its detail increased (decreased) perceived innovativeness and, in turn, interest in purchase. The observation occurred only when a credible external source (vs firms) generated the innovativeness expectation or consumers’ elaboration level was not high. Furthermore, when innovativeness became associated with negative implications, perceived innovativeness no longer enhanced but impaired purchase intention.

Studies used incrementally new products only. Really new products involving a high adoption risk might produce a diverging effect. The findings need to be replicated with higher involvement products. An ideal level of difficulty with comprehending product information was not examined in the present research.

Results carry significant weight for firms who seek to draw consumer attention to their new products by choosing an optimal format of product presentation. The findings suggest that they can proactively administer a proper level of ease/difficulty with comprehending product detail depending on the extent of product innovativeness and target audience.

Extant research has not addressed how the malleable nature of processing fluency systematically affects innovativeness perception and product evaluation. The key contribution of this paper to the metacognition literature is the role of consumer expectation that alters the meaning of metacognitive experiences in relation to innovativeness perception. In addition, this is one of the first to empirically investigate perceptual processing fluency in the elaboration likelihood model theory.

The purpose of this study is to analyze the effects of integration quality, perceived fluency and assurance quality on brand engagement and trust, and their impacts on brand loyalty in the omnichannel banking setting. It further explores the critical role of personal innovativeness and demographic characteristics as moderating variables for the propositions in the research model.

An online survey of 1,547 respondents was carried out with bank customers located in the three largest cities of Vietnam, who have already used at least two various transactional channels in the past. The results were analyzed by the partial least square-structural equation modeling (PLS-SEM) technique.

The findings denote that integration quality, perceived fluency and assurance quality significantly influence brand trust. Whereas, brand engagement is only affected by integration quality and perceived fluency. Further, brand engagement and trust are substantiated as critical drivers of brand loyalty in omnichannel banking. Customers with high personal innovativeness produce fewer effects of omnichannel properties on brand engagement and trust than other ones. The research context is found to be a significant moderator for the effect of perceived fluency on brand engagement.

This study offers several recommendations for bank managers to develop a successful omnichannel strategy that could enhance brand engagement and trust by improving integration quality, maintaining fluency across various channels and assuring security during the transactional process. It suggests various policies to improve the effectiveness of the omnichannel model towards the clients with high innovativeness.

This research extends the social exchange theory (SET) theory by examining the effects of omnichannel properties on brand engagement, trust and loyalty in the banking sector. The moderating role of personal innovativeness and research context is also explored.

Casual online shoppers without a strong intention to purchase items can easily leave web sites within seconds. However, there is little research examining how and why consumers are engaged momentarily when they are exposed to a target stimulus in a low involvement shopping situation. This online experiment study seeks to investigate the possibility of enhancing situational involvement with personal and stimulus factors, namely enduring involvement and perceived perceptual fluency, and to determine how enjoyment contributes to the relations among enduring involvement, perceptual fluency, cognitive effort, and situational involvement, in a low‐involvement online shopping context.

An online experiment was conducted to test the conceptual model. Two mock web sites with different levels of perceptual fluency were developed to test effects of perceptual fluency on situational involvement, and participants completed an online survey after viewing one on the web site.

Structural equation modeling was performed to test the proposed model (n=657). The result confirmed that perceived perceptual fluency elicited enjoyment, which in turn positively affected situational involvement, purchase intention, and cognitive effort. Enduring involvement influences enjoyment, cognitive effort, and purchase intention in a web‐browsing situation. Enjoyment plays a key role by mediating the perceptual fluency effect and enduring involvement effect on purchase intention and cognitive effort. The findings of the current study demonstrated that perceptual fluency of a stimulus could engage people by enhancing enjoyment.

The current study provides an insight into comprehensively understanding how situational involvement can be created through visual information display/web site design as well as a personal factor. The study uniquely approaches the issue of involvement and engagement through internal, psychological process of consumers. Also, the empirical support for the proposed model successfully extends the perceptual fluency hypothesis, contributing to the field of literature.

The purpose of this study is to understand the joint effects of individuals’ need for status and processing fluency on customer attitudes toward hotels’ participation in corporate social responsibility (CSR) programs.

This study uses a 2 (Need for status: high vs low) × 2 (Processing fluency: high vs low) experimental design with processing fluency being manipulated and individuals’ need for status being measured.

The results indicate that although high-need for status customers exhibit a more positive attitude than low-need for status customers when the CSR message is easy to process, they show similar attitude levels when processing fluency is relatively low.

This study makes great contribution to the literature of status consumption by examining CSR as one of the new areas that consumers use to signal social status beyond luxury products. For practitioners, the results of this study offer suggestions on how to design CSR messages to increase its effectiveness.