The Measurement of Reading Speed and the Obligation to Generalize to a Population of Reading Materials

1971 ◽  
Vol 4 (3) ◽  
pp. 48-56 ◽  
Author(s):  
Gerald R. Miller ◽  
Edmund B. Coleman
Keyword(s):  
Reading Speed ◽  
First Grade ◽  
Reading Behavior ◽  
Fine Grained ◽  
Reading Materials ◽  
Scientific Value

Although most studies of reading behavior have little scientific value if their conclusions have to be restricted to the specific materials that were used in the experiment, reading researchers have seldom used designs that would enable them to generalize beyond the particular letters, words, sentences, and so on they chanced to use. Data from an experiment by Carver are used to show that it is therefore likely that many experiments could not be replicated if different samples of materials were drawn. Evidence is also given that reading speed, if measured in a fine-grained unit such as letters per second, does not increase as passages become more difficult, but is a constant across a range that extends from first-grade texts to technical prose.

The IRI and RMI Diagnostic Concepts Should Be Synthesized

1974 ◽  
Vol 6 (2) ◽  
pp. 183-194 ◽  
Author(s):  
Leon E. Williamson ◽  
Freda Young
Keyword(s):  
Oral Reading ◽  
First Grade ◽  
Fifth Grade ◽  
Intuitive Knowledge ◽  
Grammatical Function ◽  
Reading Behavior ◽  
Intermediate Grade ◽  
Reading Errors ◽  
Instructional Level ◽  
Knowledge Of Language

Thirty intermediate-grade subjects, who by the Informal Reading Inventory (IRI) criteria demonstrated in basal materials a fifth grade instructional level in reading, used their intuitive knowledge of language, when reading, as effectively as Biemiller and Weber found first-grade subjects using theirs. These subjects' miscues were analyzed according to concepts set forth in the Reading Miscue Inventory (RMI) which are very similar to the ideas used by Biemiller and Weber. Subjects' performances demonstrated that reading behavior is different when reading at the instructional and frustrational levels. When reading at the frustrational level, subjects tended to adhere more closely to the sound and graphic materials represented in the text than when reading at their instructional level. Miscues made at the frustrational level had a higher frequency of having the same grammatical function as that intended in the text than when reading at the instructional level. Grammatical and semantic miscues acceptable to a paragraph or the whole text are more apt to occur at the instructional level of reading. Grammatical and semantic miscues acceptable only in the sentence or phrase in which they occur are produced more often when reading at the frustrational level. The RMI concepts are very powerful for analyzing oral reading errors made within the boundary set by IRI concepts. The concepts in these two techniques should be synthesized.

“Sharing time”: Children's narrative styles and differential access to literacy

1981 ◽  
Vol 10 (3) ◽  
pp. 423-442 ◽  
Author(s):  
Sarah Michaels
Keyword(s):  
First Grade ◽  
Narrative Strategies ◽  
Conversational Analysis ◽  
Fine Grained ◽  
Home Based ◽  
Oral Preparation ◽  
Sharing Time ◽  
Performance And Evaluation ◽  
Interpretive Strategies

ABSTRACTA discourse-oriented classroom activity in an ethnically mixed, first grade classroom is studied from an interpretive perspective, integrating ethnographic observation and fine-grained conversational analysis. “Sharing time” is a recurring activity where children are called upon to describe an object or give a narrative account about some past event to the entire class. The teacher, through her questions and comments, tries to help the children structure and focus their discourse. This kind of activity serves to bridge the gap between the child's home-based oral discourse competence and the acquisition of literate discourse features required in written communication.Through a detailed characterization of the children's sharing styles, evidence is provided suggesting that children from different backgrounds come to school with different narrative strategies and prosodic conventions for giving narrative accounts. When the child's discourse style matches the teacher's own literate style and expectations, collaboration is rhythmically synchronized and allows for informal practice and instruction in the development of a literate discourse style. For these children, sharing time can be seen as a kind of oral preparation for literacy. In contrast, when the child's narrative style is at variance with the teacher's expectations, collaboration is often unsuccessful and, over time, may adversely affect school performance and evaluation. Sharing time, then, can either provide or deny access to key literacy-related experiences, depending, ironically, on the degree to which teacher and child start out “sharing” a set of discourse conventions and interpretive strategies. (Urban communication, ethnic/subcultural differences in discourse style, the transition to literacy, American English.)

scholarly journals Blogging in Extensive Reading: Students’ Voice in Blended Learning Classroom

2020 ◽  
Vol 9 (1) ◽  
pp. 81
Author(s):  
Asri Siti Fatimah ◽  
Dian Kardijan ◽  
Fera Sulastri
Keyword(s):  
First Grade ◽  
Learning Activities ◽  
Chronological Order ◽  
Extensive Reading ◽  
Online Journal ◽  
Reading Material ◽  
Reading Materials ◽  
Reading Activities ◽  
Reading Interest

<p>The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students' perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students' reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities.<strong></strong></p>

scholarly journals AN ANALYSIS OF READABILITY LEVEL OF READING MATERIAL IN ENGLISH TEXTBOOK FOR FIRST GRADE OF SENIOR HIGH SCHOOL

2021 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Dzulhijjah Yetti
Keyword(s):  
High School ◽  
First Grade ◽  
Senior High School ◽  
Narrative Texts ◽  
Flesch Reading Ease ◽  
Reading Material ◽  
Reading Materials ◽  
Tenth Grade ◽  
Readability Level ◽  
Reading Texts

Predicting readability level of reading texts can help the teachers to match the texts with student’s grade. The appropriate reading text is expected to ease the students in comprehending the material. This research focused on the readability level of English reading material found in English textbook entitled Bahasa Inggris for first grade of Senior High School Published by Curriculum and Books Center, Research and Development Agency, Ministry of Education and Culture. This study attempts to find out whether the reading materials are appropriate or not in terms of readability level for the target students. This research used descriptive quantitative design. The object of the research is English textbook entitled Bahasa Inggris for First Grade of Senior High School published by Curriculum 2013. The textbook consists fifteen chapters which contained kinds of reading materials such as dialogue and reading texts. The researcher only focuses on analyzing the reading materials. There are three kinds of genre found in this book, they are descriptive, recount and narrative. The data were collected by using document analysis. In calculating readability level, the researcher employed the Flesch Reading Ease (FRE) formula. The results of the study showed that there were 9 reading texts in the Bahasa Inggris textbook. From those 9 texts found that there were 3 descriptive texts, 4 recount texts, and 2 narrative texts. According to the analysis using Flesch Reading Ease (FRE) formula, the researcher found that there were 3 texts in Fairly Easy level, 3 texts in Fairly Difficult level, and 3 texts in Difficult level. In average, the texts are in Fairly Difficult level (57,3). Based on the theory of Flesch Reading Ease (FRE) formula, it is found that the texts are in the appropriate level for tenth grade students.Keyword: Readability level, Reading Material, Textbook.

scholarly journals The use of complex reading materials in first grade

2016 ◽  
Vol 16, Open Issue (Open Issue) ◽  
pp. 1-21 ◽  
Author(s):  
Caroline Viriot-Goeldel ◽  
Jacques Crinon
Keyword(s):  
First Grade ◽  
Reading Materials

Narratives of Russian–German preschool and primary school bilinguals: Rasskaz and Erzaehlung

2015 ◽  
Vol 37 (1) ◽  
pp. 91-122 ◽  
Author(s):  
NATALIA GAGARINA
Keyword(s):  
Early Literacy ◽  
Internal State ◽  
Age Groups ◽  
First Grade ◽  
Assessment Instrument ◽  
Bilingual Children ◽  
Fine Grained ◽  
Narrative Skills ◽  
German Speaking ◽  
Three Components

ABSTRACTThe goal of this study was to trace the dual language development of the narrative macrostructure in three age groups of Russian–German bilingual children and to compare the performance of simultaneous and sequential bilinguals. Fine-grained analyses of macrostructure included three components: story structure, story complexity, and internal state terms. Oral narratives were elicited via the Multilingual Assessment Instrument for Narratives. Fifty-eight Russian–German speaking bilingual children from three age groups participated: preschoolers (mean age = 45 months) and elementary school pupils (mean age first grade = 84 months, mean age third grade = 111 months); and there were 34 simultaneous and 24 sequential bilinguals. The results showed significant improvement for all three components of macrostructure between the preschool and first-grade period. Additional significant development from first to third graders was found only for story complexity in Russian. This is explained by the Russian curriculum explicitly teaching narrative skills during early literacy training. In the two older groups, simultaneous bilinguals showed advantages over sequential bilinguals, for story complexity only. This finding suggests considering bilingual type when evaluating narrative skills of bilinguals. The results indicate cross-language association of only some components of narrative score across languages. The findings support the examination of various constituents of macrostructure when evaluating its development as well as the progression of narrative skills.

scholarly journals Meta-cognitive learning strategies: The effect of training strategies on memorizing, comprehension and the speed of reading

2018 ◽  
Vol 21 (3) ◽  
pp. 21-34
Author(s):  
Mohammad Asgari ◽  
Maryam Rafiee
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Reading Speed ◽  
Cognitive Learning ◽  
Reliability And Validity ◽  
First Grade ◽  
Control Group ◽  
Cluster Sampling ◽  
Post Test ◽  
And Control

The aim of this study was to determine the effect of Meta-cognitive learning strategies training on memorizing, comprehension and the speed of reading easy and difficult courses for the high school first grade male students of Hamadan. To do so, 60 students were chosen in random cluster sampling and were randomly replaced in two experiment and control groups. The research designed, the pre- test post-test with control group in the curry study pre-tested was done for both group by using research-made academic achievement test that reliability and validity of it was confirmed. The experimental group was educated with cognitive learning strategies in 14 sessions, each 45 minutes, while control group did not receive any education. Then, the post-test of research-made academic achievement was carried out. The data analysis with MANOVA for differentiation scores showed that teaching cognitive learning strategies have increased memorizing and comprehension of student in easy and difficult literature and biology at the level of, while having a significant positive affection on the reading speed in easy and difficult literature and easy biology with significant no effect on the reading speed of difficult biology.

scholarly journals Readiness or Impairment: Cognitive and Linguistic Differences Between Children Who Learn to Read and Those Who Exhibit Difficulties With Reading in Kindergarten Compared to Their Achievements at the End of First Grade

2021 ◽  
Vol 12 ◽  
Author(s):  
Ariel Ne'eman ◽  
Shelley Shaul
Keyword(s):  
At Risk ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Reading Skills ◽  
Reading Speed ◽  
First Grade ◽  
Kindergarten Children ◽  
Reading Abilities ◽  
Significant Difference ◽  
Accurate Reading

Many studies have attempted to identify measures that predict reading abilities. The results of these studies may be inclined to over-identification of children considered at risk in kindergarten but who achieve parity in reading by the end of first grade. Therefore, the current study sought to analyze the specific cognitive and linguistic predictors of reading accuracy and reading speed separately. Additionally, the study examined if it is possible to use empirically validated measures to distinguish between children who are not ready to learn how to read in kindergarten but manage to acquire reading skills by the end of first grade, and those who continue to exhibit difficulties. The study followed 98 kindergarteners (43 boys and 55 girls) aged 4 years 10 months to six years from three different schools, who were taught how to read in kindergarten. Multiple measures of general cognitive skills, linguistic abilities, and reading abilities were measured at three different points in time: the beginning of kindergarten, the end of kindergarten, and the end of first grade. The study found that most of the children with good literacy and cognitive abilities learned how to read by the end of kindergarten. The analysis revealed a significant difference in cognitive abilities, such as executive functions and memory, which distinguished between the ability to acquire fluent reading and accurate reading. The study was able to successfully distinguish between “children with difficulties” and “un-ready” children. These results have various implications, especially in regard to the identification of and intervention with kindergarten children at risk for reading disabilities.

Automated Training and Braille Reading

1966 ◽  
Vol 60 (5) ◽  
pp. 141-146
Author(s):  
Patrick J. Flanigan
Keyword(s):  
Reading Instruction ◽  
Grade Level ◽  
Reading Process ◽  
Future Research ◽  
Reading Behavior ◽  
Control Subjects ◽  
Reading Materials ◽  
Experimental Subjects ◽  
And Control ◽  
Self Learning

The braille reading behavior of fifteen experimental and fifteen control subjects was compared as a function of training by the experimental subjects on an automated self-learning device and control subjects reading traditional braille. Statistical analyses of the data indicated that 1) the performance of the experimental subjects was significantly superior to that of the control subjects in the comparison of certain variables involved in the traditional braille reading process following treatment exposure; 2) following a noninstructional period the experimental gains, with minor exceptions, remained constant; 3) nonsignificant treatment effects were noted on comprehension and reading achievement levels effects as a function of the method of reading; and 4) the appropriateness of sequenced grade level reading materials for reading instruction was pointed out. Suggestions for future research in this area were given.

Sign in / Sign up

Export Citation Format

Share Document