Oral reading fluency of Chinese second language learners

2020 ◽  
Author(s):  
Shuyi Yang
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Second Language Learners

scholarly journals Assessment of English Oral Reading Fluency Rates for Grade seven English Second Language Learners in Tanzania

2021 ◽  
Vol 10 (2) ◽  
pp. 150
Author(s):  
Sadiki Moshi Feruzi
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Second Language Learners ◽  
Difficulty Level ◽  
Non Fiction ◽  
English Second Language ◽  
The Difference ◽  
Study Context

This study aimed at assessing reading rates for learners in grade seven English second language (ESL) in Morogoro region, Tanzania. A total of 220 participants were randomly selected and assigned two grade appropriate English texts to read so as determine their reading rates. Fluency scale test was used to assess pupils’ reading fluency rates and the data was statistically analysed using SPSS software. It was necessary to asses pupils’ reading rates in the study context because there are no established fluency rate norms set for grade seven pupils in the country. In this case the current study serves as a reference for improvement. Results show that grade seven pupils in Morogoro region had an average reading fluency rate of 101words per minute (WPM) for fiction text and 95WPM for non-fiction text. The difference in the two texts can be due to the length of words and difficulty level in non-fiction text against fiction text. The scored rate is below the adopted benchmarks which implies that these pupils are at risk in reading fluency, consequently, calling for immediate interventions.  

scholarly journals Examining oral reading fluency among Grade 5 rural English Second Language (ESL) learners in South Africa? An analysis of NEEDU 2013

2015 ◽  
Vol 5 (2) ◽  
pp. 34 ◽  
Author(s):  
Kim Draper ◽  
Nic Spaull
Keyword(s):  
South Africa ◽  
Second Language ◽  
Reading Fluency ◽  
Oral Reading ◽  
Rural Areas ◽  
Large Scale ◽  
Oral Reading Fluency ◽  
Esl Students ◽  
Grade 5 ◽  
English Second Language

The ability to read for meaning and pleasure is arguably the most important skill children learn in primary school. One integral component of learning to read is Oral Reading Fluency (ORF), defined as the ability to read text quickly, accurately, and with meaningful expression. Although widely acknowledged in the literature as important, to date there have been no large-scale studies on ORF in English in South Africa, despite this being the language of learning and teaching for 80% of ESL students from Grade 4 onwards. We analyze data provided by the National Education and Evaluation Development Unit (NEEDU) of South Africa, which tested 4667 Grade 5 English Second Language (ESL) students from 214 schools across rural areas in South Africa in 2013. This included ORF and comprehension measures for a subset of 1772 students. We find that 41% of the sample were non-readers in English (<40 Words Correct Per Minute, WCPM) and only 6% achieved comprehension scores above 60%. By calibrating comprehension levels and WCPM rates we develop tentative benchmarks and argue that a range of 90-100 WCPM in English is acceptable for Grade 5 ESL students in South Africa. In addition we outline policy priorities for remedying the reading crisis in the country.

LONGITUDINAL PREDICTION OF 1ST AND 2ND GRADE ENGLISH ORAL READING FLUENCY IN ENGLISH LANGUAGE LEARNERS: WHICH EARLY READING AND LANGUAGE SKILLS ARE BETTER PREDICTORS?

2013 ◽  
Vol 51 (2) ◽  
pp. 126-142 ◽  
Author(s):  
Emily J. Solari ◽  
Terese C. Aceves ◽  
Ignacio Higareda ◽  
Cara Richards-Tutor ◽  
Alexis L. Filippini ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
English Language ◽  
Language Skills ◽  
Early Reading

scholarly journals The Effects of Leveled Reading on Second Language Learners

2021 ◽  
Vol 7 (4) ◽  
pp. 1281-1299
Author(s):  
Aisha Alowais
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Language Learners ◽  
United Arab Emirates ◽  
Reading Fluency ◽  
Second Language Learners ◽  
Reading Program ◽  
Mixed Method Research ◽  
Positive Effects ◽  
The Impact

This study examines the significance of using leveled texts in the improvement of second language learners’ word recognition skills, accuracy and fluency. For this purpose, the research explores students’ readings levels, word identification and decoding skills, reading accuracy and reading fluency before and after the leveled reading program. In addition, the study investigates the English teachers’ perspectives about leveled reading and their outlook on parental. Lastly, the article explores parents’ views towards the impact of parental involvement towards child’s development.  The research followed a mixed method research design, combining quantitative and qualitative data. The study was conducted in four elementary private schools in Sharjah, United Arab Emirates. The findings showed steady growth in word recognition abilities and improved automaticity. Results from running records exhibited a substantial increase in accuracy. Fluency assessments displayed a rise in fluency rate and fluency scores. Implications from this study indicate the positive effects of readings at the frustration level. Therefore, it is encouraged to explore further the impact of providing challenging reading materials.

scholarly journals The effect of COVID on Oral Reading Fluency during the 2020-2021 Academic Year

2021 ◽  
Author(s):  
Benjamin Domingue ◽  
Madison Dell ◽  
David Nathan Lang ◽  
Rebecca Deffes Silverman ◽  
Jason D Yeatman ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Reading Ability ◽  
Oral Reading Fluency ◽  
English Language ◽  
Rapid Assessment ◽  
School Year ◽  
Policy Interventions

Education has faced unprecedented disruption during the COVID pandemic. Understanding how students have adapted as we have entered a different phase of the pandemic and some communities have returned to more typical schooling will inform a suite of policy interventions and subsequent research. We use data from an oral reading fluency assessment-a rapid assessment taking only a few minutes that measures a fundamental reading skill-to examine COVID’s effects on children’s reading ability during the pandemic. We find that students in the first 200 days of the 2020-2021 school year tended to experience slower growth in ORF relative to pre-pandemic years. We also observed slower growth in districts with a high percentage of English language learners (ELLs) and/or students eligible for free and reduced-price lunch (FRL).

scholarly journals Using Audiotaped Books to Extend Classroom Literacy Instruction into the Homes of Second-Language Learners

1995 ◽  
Vol 27 (4) ◽  
pp. 535-563 ◽  
Author(s):  
Irene H. Blum ◽  
Patricia S. Koskinen ◽  
Nancy Tennant ◽  
E. Marie Parker ◽  
Mary Straub ◽  
...  
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Reading Fluency ◽  
Second Language Learners ◽  
Repeated Reading ◽  
First Grade ◽  
Instructional Program ◽  
Single Subject ◽  
Home Reading ◽  
Home Based

The purpose of this study was to investigate whether home-based repeated reading with an audio model is a significant supplement to the literacy instructional program of second-language learners. It was hypothesized that beginning first-grade readers who spoke English as a second language would benefit from having daily access to repeated reading in their home environment. To provide this access, books that had been shared in school were given to students for daily home use. After home rereading routines were established, students were then given a tape recorder and audiotapes to accompany these books. This enabled students to hear the English storybook as they followed along looking at the printed text. Of specific interest in this study was the effect of repeated reading with an auditory model on first-grade students' reading fluency and self-monitoring behavior. Also of interest was the effect of this school/home reading activity on student reading motivation and behavior. This 19-week study employed a single-subject reversal design (ABA) with multiple baselines across individuals. Home-based repeated reading of books (A/Baseline) was compared to the home reading of books with audiotapes (B/Intervention). The study involved a single subject and four replications. Results from this study indicate that all five participating second-language learners received substantial benefit from the opportunity to practice reading books

Creation and Validation of German Oral Reading Fluency Passages With Immersion Language Learners

2020 ◽  
pp. 153450842097246 ◽  
Author(s):  
Kirsten W. Newell ◽  
Jessie Kember ◽  
Gesa Zinn
Keyword(s):  
At Risk ◽  
Psychometric Properties ◽  
Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
German Language ◽  
Cut Scores ◽  
English Reading

This brief report summarizes the development and psychometric properties of German reading fluency passages as compared to English reading fluency passages for immersion language learners. Results indicated that scores from German language reading fluency passages alone were (a) somewhat less reliable than scores from English publisher-developed passages, (b) similarly valid measures of reading when compared to scores from English reading fluency passages, and (c) more accurate than publisher-provided English cut-scores, but not as accurate as locally developed English cut-scores in the identification of at-risk readers.

Sign in / Sign up

Export Citation Format

Share Document