scholarly journals Becoming a Fluent Reader: Reading Skill and Prosodic Features in the Oral Reading of Young Readers.

2004 ◽  
Vol 96 (1) ◽  
pp. 119-129 ◽  
Author(s):  
Paula J. Schwanenflugel ◽  
Anne Marie Hamilton ◽  
Melanie R. Kuhn ◽  
Joseph M. Wisenbaker ◽  
Steven A. Stahl
Keyword(s):  
Oral Reading ◽  
Reading Skill ◽  
Prosodic Features ◽  
Fluent Reader ◽  
Young Readers

The Testing of Binocular and Monocular Oral Reading Skill

1940 ◽  
Vol 33 (7) ◽  
pp. 528-530 ◽  
Author(s):  
Jane Frazer ◽  
Jean Ogden ◽  
F. P. Robinson
Keyword(s):  
Oral Reading ◽  
Reading Skill

scholarly journals Differences between Oral and Written Discourse and the Acquisition of Reading Proficiency

1982 ◽  
Vol 14 (2) ◽  
pp. 111-125 ◽  
Author(s):  
Donald J. Leu
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Interference Effect ◽  
Reading Proficiency ◽  
Second Grade ◽  
Written Discourse ◽  
Reading Error ◽  
Written Text ◽  
Young Readers ◽  
Second Grade Students

Examines discourse conflicts between the structure of written text and the oral expectations of young readers. Twenty-eight second grade students read and retold two stories: one with oral and one with written discourse structures. ANOVA results suggest that written discourse stories were more difficult to comprehend. In addition, an interaction appeared between familiarity with written discourse structures and comprehension of the two story versions. As familiarity with written discourse structures increased, the interference effect on reading comprehension decreased. Oral reading error results paralleled these findings, suggesting that expectations based on a knowledge of oral discourse structures may, in some cases, actually interfere with the reading comprehension of young readers.

scholarly journals THE EFFECTS OF ENGLISH VIDEO CLIPS WITH PEER SUPPORT ON YOUNG LEARNERS’ ORAL READING SKILL

2016 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Asnawi Asnawi ◽  
Zulfadli A. Azis ◽  
Nora Fitriani
Keyword(s):  
Peer Support ◽  
Oral Reading ◽  
Reading Skill ◽  
Test Design ◽  
Oral Production ◽  
Video Clips ◽  
Young Learners ◽  
Support Strategy ◽  
Post Test ◽  
One Way Anova

The study reports the effects of English video clips with and without peer support on young learners’ oral reading production skill.  Using quasi experiment with pre-and-post test design, this study assigned 44 students of SMPN 8 Banda Aceh selected at random. The sample was divided into two groups each of which received the same video clips downloaded from YouTube. Group one worked with peer support on their own choice partners and group two worked without peer support. Tape recorder was used in the pre and posttest to record students’ oral reading skill. To analyze the data, one way ANOVA was used.  The result found that the peer support strategy significantly improved oral production in reading for phrasing, pausing, stressing, intonation, and rate. In summary, English video clips with peer support improves oral reading production.

scholarly journals Some Benefits of Using Readers Theatre in EFL Classroom

2019 ◽  
Vol 1 (2) ◽  
pp. 47-53
Author(s):  
Desti Angraini
Keyword(s):  
Facial Expressions ◽  
Communication Skills ◽  
Oral Reading ◽  
Reading Ability ◽  
Reading Skills ◽  
Reading Skill ◽  
Hand Gestures ◽  
Content Areas ◽  
Readers Theater ◽  
Readers Theatre

Reading plays an important part in developing learners’ knowledge. By reading, learners will get many benefits, such as adding their knowledge, knowing information and having pleasure. There are many ways of making them engaged in learning English especially reading skill. One kind of activities is using Readers’ theatre.  RT was introduced in EFL classroom to enhance the learning of communication skills. Readers’ theater offers learners’ an opportunity for interpretive oral reading as they use voices, facial expressions, and hand gestures to interpret characters in stories. Readers’ theater also builds readers’ confidence, brings stories to life through performance, animates content areas, and improves reading ability, comprehension, and oral reading skills.

scholarly journals Text Complexity and Oral Reading Prosody in Young Readers

2010 ◽  
Vol 45 (4) ◽  
pp. 388-404 ◽  
Author(s):  
Rebekah George Benjamin ◽  
Paula J. Schwanenflugel
Keyword(s):  
Oral Reading ◽  
Text Complexity ◽  
Young Readers ◽  
Reading Prosody

Phonological Awareness and Oral Reading Skill in Children With Down Syndrome

2000 ◽  
Vol 43 (3) ◽  
pp. 595-608 ◽  
Author(s):  
Linda Cupples ◽  
Teresa Iacono
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Oral Reading ◽  
Reading Ability ◽  
Reading Development ◽  
Reading Skill ◽  
Receptive Language ◽  
Phoneme Segmentation ◽  
Children With Down Syndrome ◽  
Theoretical View

The existence of a necessary association between phonological awareness (PA) and oral reading development has been questioned using evidence from children with Down syndrome. In this study, 22 children with Down syndrome (between the ages of 6;7 and 10;3) initially completed tests of receptive language, cognitive function, oral reading, and PA. Reading and PA were reassessed approximately 9 months later. Better oral reading was associated with superior phoneme segmentation skills on reassessment. Furthermore, there was some evidence that early segmentation ability predicted later nonword reading, but not the reverse. The results indicate an association between PA and early oral reading ability in children with Down syndrome and are interpreted within a theoretical view of reading development in which PA plays a central role.

Relation Between CBM-R and CBM-mR Slopes

2011 ◽  
Vol 37 (3) ◽  
pp. 147-158 ◽  
Author(s):  
Seungsoo Yeo ◽  
Jamie Y. Fearrington ◽  
Theodore J. Christ
Keyword(s):  
Student Performance ◽  
Oral Reading ◽  
Concurrent Validity ◽  
Latent Growth Modeling ◽  
Reading Skill ◽  
Future Research ◽  
Curriculum Based Measurement ◽  
Latent Growth ◽  
Statewide Assessments ◽  
Reading Skill Development

Oral reading tasks and Maze reading tasks are often used interchangeably to assess the level and rate of reading skill development. This study examined the concurrent validity of growth estimates derived from Curriculum-Based Measurement of Oral Reading (CBM-R) and Maze Reading (CBM-mR). Participants were 1,528 students from Grades 3 to 8. CBM-R and CBM-mR were administered in fall, winter, and spring. Results indicate that CBM-R growth estimates are not correlated with CBM-mR growth estimates as derived with bivariate latent growth modeling (BLGM). In addition, results indicate that CBM growth estimates do not contribute to predictions of student performance on statewide assessments. Implications for practice and future research are discussed.

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