Repeated reading for developing reading fluency and reading comprehension: The case of EFL learners in Vietnam

System ◽  
2008 ◽  
Vol 36 (2) ◽  
pp. 253-278 ◽  
Author(s):  
Greta Gorsuch ◽  
Etsuo Taguchi
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Repeated Reading ◽  
Efl Learners

scholarly journals Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study

2019 ◽  
Vol 35 (1) ◽  
pp. 75-88 ◽  
Author(s):  
Nuria Calet ◽  
M. Carmen Pérez-Morenilla ◽  
Macarena De los Santos-Roig
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Single Case ◽  
Repeated Reading ◽  
Conclusive Evidence ◽  
Prosodic Features ◽  
Single Case Design ◽  
The Impact

Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.

Decoding Skills vs. Reading Fluency in Korean High School EFL Learners’ Reading Comprehension

2014 ◽  
Vol 69 (4) ◽  
pp. 123-143
Author(s):  
강유선 ◽  
Boram Moon ◽  
Yeoeun Park ◽  
허윤지
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Reading Fluency ◽  
Decoding Skills ◽  
Efl Learners

scholarly journals Comparison of the Impact of Extensive and Intensive Reading Approaches on the Korean EFL Learners’ Reading Rate and Reading Comprehension Development

2017 ◽  
Vol 6 (3) ◽  
pp. 131 ◽  
Author(s):  
A Young Park
Keyword(s):  
Reading Comprehension ◽  
Secondary Students ◽  
Reading Fluency ◽  
Positive Impact ◽  
Experimental Studies ◽  
Reading Rate ◽  
Efl Learners ◽  
Proficiency Level ◽  
Intensive Reading ◽  
The Impact

Extensive Reading (ER) is a reading approach that aims to make covering large amounts of reading material enjoyable for language learners. Many experimental studies have showed the effectiveness of the ER approach on reading fluency, the ability to read words and process text rapidly and accurately. Though revealing, these findings need to be interpreted with caution due to methodological defects in the measurement of reading fluency in these ER studies. This quasi-experimental study compared the effect of the ER approach with that of the conventional Intensive Reading (IR) approach on EFL learners’ reading rate and reading comprehension with regard to leaners’ proficiency level. Over a 12-week timespan, two intact classes of 72 Korean secondary students received either ER (N = 36) or IR (N = 36) instruction, with pre- and post- differences in performance examined with regard to proficiency level.  Results of an ANCOVA revealed that students’ reading rate and comprehension increased significantly more from the ER approach than from the IR approach. That is, students from the ER group significantly increased their reading rate in comparison to the IR group without impairing reading comprehension. More specifically, the ER approach had a greater positive impact on the learners’ reading rate than the IR approach irrespective of participants’ English proficiency level. However, in terms of reading comprehension, the advanced and intermediate level learners benefited more from the ER approach, while the low level learners benefited more from the IR approach. 

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.

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