Repeated readings using audiotaped material enhances oral reading in children with reading difficulties

1989 ◽  
Vol 22 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Richard Conte ◽  
Rita Humphreys
Keyword(s):  
Oral Reading ◽  
Reading Difficulties ◽  
Repeated Readings

scholarly journals Reading in Two Languages: Evidence from Miscue Analysis

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Brian Ramadiro
Keyword(s):  
Language Proficiency ◽  
Oral Reading ◽  
Classroom Practices ◽  
Reading Difficulties ◽  
Miscue Analysis ◽  
English Reading ◽  
Low Levels ◽  
Reading Miscues ◽  
Poor Teaching

This paper reports on the oral reading of five grade 2 to 6 isiXhosa (L1) speakers reading isiXhosa (L1) and English (L2) texts. It examines the readers’ oral reading miscues (or errors) to understand the extent to which these miscues constitute a language or a literacy problem in this group of readers. Conclusions are that (a) these readers read better in isiXhosa than in English; (b) they are not reading as well as they could be reading in isiXhosa; (c) isiXhosa reading difficulties appear to be related to poor teaching of literacy; (d) while English reading difficulties appear to be related to both poor teaching of literacy and to low levels of language proficiency in English, this is related to classroom practices but is also independent of it.

scholarly journals Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography

2021 ◽  
Vol 18 (10) ◽  
pp. 5440
Author(s):  
Vesela Milankov ◽  
Slavica Golubović ◽  
Tatjana Krstić ◽  
Špela Golubović
Keyword(s):  
Phonological Awareness ◽  
Oral Reading ◽  
Reading Difficulties ◽  
Reading Acquisition ◽  
Early Reading ◽  
Assessment Tools ◽  
School Students ◽  
Transparent Orthography ◽  
Reading Success ◽  
Effective Program

Phonological skills have been found to be strongly related to early reading and writing development. Accordingly, the aim of this study was to examine the extent to which the development of phonological awareness facilitates reading acquisition in students learning to read a transparent orthography. Our research included 689 primary school students in first through third grade (Mean age 101.59 months, SD = 12,690). The assessment tools used to conduct this research include the Phonological Awareness Test and the Gray Oral Reading Test. According to the results from the present study, 13.7% of students have reading difficulties. Students with reading difficulties obtained low scores in phonological awareness within each subscale compared to students who do not have reading difficulties (p < 0.01). Components of phonological awareness which did not singled out as strongly related to early reading success include Phoneme Segmentation, Initial Phoneme Identification, and Syllable Merging. Thus, understanding the nature of the relationship between phonological awareness and reading should help effective program design that will be aimed at eliminating delayed development in children’s phonological awareness while they are still in preschool.

scholarly journals Factors affecting the eye movements during oral reading in regular class children with reading difficulties

2018 ◽  
Vol 47 (0) ◽  
pp. 123-130
Author(s):  
Mayumi Okano ◽  
Yoshikazu Uchikawa ◽  
Shougo Tamura ◽  
Shinnosuke Saito ◽  
Masaki Ariyasu
Keyword(s):  
Eye Movements ◽  
Oral Reading ◽  
Reading Difficulties ◽  
Factors Affecting ◽  
Regular Class

Variability in DIBELS Next Progress Monitoring Measures for Students at Risk for Reading Difficulties

2017 ◽  
Vol 38 (5) ◽  
pp. 272-283 ◽  
Author(s):  
Breda V. O’Keeffe ◽  
Kaitlin Bundock ◽  
Kristin L. Kladis ◽  
Rui Yan ◽  
Kat Nelson
Keyword(s):  
At Risk ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Progress Monitoring ◽  
Reading Difficulties ◽  
Average Growth ◽  
Dibels Next ◽  
Lower Variability ◽  
Linear Growth Model

Previous research on curriculum-based measurement of oral reading fluency (CBM ORF) found high levels of variability around the estimates of students’ fluency; however, little research has studied the issue of variability specifically with well-designed passage sets and a sample of students who scored below benchmark for the purpose of progress monitoring. We examined the variability in oral reading fluency score slopes due to passage and student characteristics using DIBELS Next progress monitoring passages over 4 weeks using a hierarchical linear growth model. Participants included second-, third-, and fourth-grade students identified as at risk for reading difficulties. The results showed an average growth rate of approximately 1 correctly read word per minute per week, with considerably lower variability than shown in previous research with less controlled passage sets and/or higher performing student samples. Implications for practice are discussed, including procedural recommendations for administrators and teachers.

scholarly journals Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019

2020 ◽  
Vol 10 (3) ◽  
pp. 52
Author(s):  
Alida Hudson ◽  
Poh Wee Koh ◽  
Karol A. Moore ◽  
Emily Binks-Cantrell
Keyword(s):  
Reading Comprehension ◽  
Elementary Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
Repeated Reading ◽  
Reading Difficulties ◽  
Effect Sizes ◽  
The Impact

Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000–2019 that examined ORF interventions among elementary students identified as having reading difficulties were reviewed to identify the characteristics (e.g., instructional variables, group size, type of interventionist) of effective ORF interventions and their impact on English oral reading fluency and reading comprehension outcomes. The systematic review revealed that interventions reported centered around repeated reading procedures (86.5%). Across the 16 studies, outcomes for oral reading fluency varied widely and most focused on speed and rate aspects rather than prosody. Effect sizes for rate and accuracy measures ranged from negligible to large (i.e., 0.01 to 1.18) and three studies found large effects for prosody outcomes. Effect sizes for reading comprehension ranged between non-significant and large significant effects. Findings support the use of repeated reading of text to build up ORF of students with reading difficulties. Interventions that were found to be most effective were those that were conducted one-on-one with a trained model of fluent word reading and accuracy. Findings also point to three gaps in our understanding: (1) the efficacy of interventions other than repeated reading, (2) effects of ORF interventions on prosody outcomes, and (3) sustainability of outcomes.

Sign in / Sign up

Export Citation Format

Share Document