Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools

2008 ◽  
Vol 37 (1) ◽  
pp. 18-37 ◽  
Author(s):  
Scott K. Baker ◽  
Keith Smolkowski ◽  
Rachell Katz ◽  
Hank Fien ◽  
John R. Seeley ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Reading Proficiency ◽  
High Poverty ◽  
High Poverty Schools

scholarly journals ‘It’s not about punitive’: exploring how early-career teachers in high-poverty schools respond to critical incidents

2017 ◽  
Vol 61 (2) ◽  
pp. 149-165 ◽  
Author(s):  
Jo Lampert ◽  
Bruce Burnett ◽  
Barbara Comber ◽  
Angela Ferguson ◽  
Naomi Barnes
Keyword(s):  
Critical Incidents ◽  
Early Career ◽  
High Poverty ◽  
High Poverty Schools ◽  
Early Career Teachers ◽  
Career Teachers

scholarly journals Value Added of Teachers in High-Poverty Schools and Lower-Poverty Schools

2010 ◽  
Author(s):  
Tim Sass ◽  
Jane Hannaway ◽  
Zeyu Xu ◽  
David Figlio ◽  
Li Feng
Keyword(s):  
Value Added ◽  
High Poverty ◽  
High Poverty Schools

Digital Reading Fluency and Text Presentation Medium Preference in EFL Context

2013 ◽  
Vol 4 (3) ◽  
pp. 42-57
Author(s):  
Jaleh Hasaskhah ◽  
Behzad Barekat ◽  
Nahid Farhang Asa
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
Digital Literacy ◽  
Reading Proficiency ◽  
Digital Reading ◽  
English As Foreign Language ◽  
Efl Context ◽  
Text Presentation

With the advent of digital literacy, fluency in reading from the screen has become a key category in shaping reading proficiency. Furthermore, research focusing on digital reading fluency, especially in the English as Foreign Language (EFL) context, is scarce. Therefore, this study first seeks to explore the differences in the participants’ reading fluency in paper and digital reading environments, and second to examine the participants’ attitude towards text presentation medium. To this end, the reading fluency of 30 students doing their Master’s was examined in two reading environments. Then, by using a checklist, the participants self- assessed themselves for their preference for either type of the texts. The results revealed that not only were the EFL participants more fluent in the traditional paper texts than digital ones, but also the majority had a stronger preference for the former. The findings call for greater ‘diversity adjustment’ in scholarship on digital literacy.

The Location and Effects of Visual Hemisphere-Specific Stimulation on Reading Fluency in Children With the Characteristics of Dyslexia

2017 ◽  
Vol 51 (4) ◽  
pp. 399-415 ◽  
Author(s):  
Bobbie Jean Koen ◽  
Jacqueline Hawkins ◽  
Xi Zhu ◽  
Ben Jansen ◽  
Weihua Fan ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Reading Disabilities ◽  
Reading Speed ◽  
Inferior Frontal Gyrus ◽  
Intervention Group ◽  
Reading Proficiency ◽  
Superior Temporal Gyrus ◽  
Visual Word Form Area ◽  
Specific Stimulation ◽  
The Right

Fluency is used as an indicator of reading proficiency. Many students with reading disabilities are unable to benefit from typical interventions. This study is designed to replicate Lorusso, Facoetti, Paganoni, Pezzani, and Molteni’s (2006) work using FlashWord, a computer program that tachistoscopically presents words in the right or left visual hemi-field in English and locates through fMRI imaging the processing areas involved in fluency development. Our participants were 15 students who were ages 8 to 19 years and had reading disabilities randomly assigned to Intervention ( n = 9) and Delayed Intervention ( n = 6) groups. Functional imaging studies focused on analyzing activations in the left hemisphere (LH) superior temporal gyrus, the inferior frontal gyrus, and the LH inferior occipito-temporal/fusiform area (visual-word form area [VWFA]). Analysis of intervention data showed that 6 of the 9 Intervention group participants (67%) achieved levels of automatic processing and increased their reading rate by an average of 20 words per minute after participating in the FlashWord intervention. Analyses of fMRI group activation maps and mean activation levels in regions of interest document processing changes in VWFA activations that could be related to the increase in reading speed and confirm these locations as essential to developing fluency.

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