Using Audiotaped Books to Extend Classroom Literacy Instruction into the Homes of Second-Language Learners

The purpose of this study was to investigate whether home-based repeated reading with an audio model is a significant supplement to the literacy instructional program of second-language learners. It was hypothesized that beginning first-grade readers who spoke English as a second language would benefit from having daily access to repeated reading in their home environment. To provide this access, books that had been shared in school were given to students for daily home use. After home rereading routines were established, students were then given a tape recorder and audiotapes to accompany these books. This enabled students to hear the English storybook as they followed along looking at the printed text. Of specific interest in this study was the effect of repeated reading with an auditory model on first-grade students' reading fluency and self-monitoring behavior. Also of interest was the effect of this school/home reading activity on student reading motivation and behavior. This 19-week study employed a single-subject reversal design (ABA) with multiple baselines across individuals. Home-based repeated reading of books (A/Baseline) was compared to the home reading of books with audiotapes (B/Intervention). The study involved a single subject and four replications. Results from this study indicate that all five participating second-language learners received substantial benefit from the opportunity to practice reading books

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Assessment of English Oral Reading Fluency Rates for Grade seven English Second Language Learners in Tanzania

Premise Journal of English Education ◽

10.24127/pj.v10i2.4270 ◽

2021 ◽

Vol 10 (2) ◽

pp. 150

Author(s):

Sadiki Moshi Feruzi

Keyword(s):

Second Language ◽

Language Learners ◽

Reading Fluency ◽

Oral Reading ◽

Second Language Learners ◽

Difficulty Level ◽

Non Fiction ◽

English Second Language ◽

The Difference ◽

Study Context

This study aimed at assessing reading rates for learners in grade seven English second language (ESL) in Morogoro region, Tanzania. A total of 220 participants were randomly selected and assigned two grade appropriate English texts to read so as determine their reading rates. Fluency scale test was used to assess pupils’ reading fluency rates and the data was statistically analysed using SPSS software. It was necessary to asses pupils’ reading rates in the study context because there are no established fluency rate norms set for grade seven pupils in the country. In this case the current study serves as a reference for improvement. Results show that grade seven pupils in Morogoro region had an average reading fluency rate of 101words per minute (WPM) for fiction text and 95WPM for non-fiction text. The difference in the two texts can be due to the length of words and difficulty level in non-fiction text against fiction text. The scored rate is below the adopted benchmarks which implies that these pupils are at risk in reading fluency, consequently, calling for immediate interventions.

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The Effects of Leveled Reading on Second Language Learners

International Journal of Research in Education and Science ◽

10.46328/ijres.2447 ◽

2021 ◽

Vol 7 (4) ◽

pp. 1281-1299

Author(s):

Aisha Alowais

Keyword(s):

Second Language ◽

Word Recognition ◽

Language Learners ◽

United Arab Emirates ◽

Reading Fluency ◽

Second Language Learners ◽

Reading Program ◽

Mixed Method Research ◽

Positive Effects ◽

The Impact

This study examines the significance of using leveled texts in the improvement of second language learners’ word recognition skills, accuracy and fluency. For this purpose, the research explores students’ readings levels, word identification and decoding skills, reading accuracy and reading fluency before and after the leveled reading program. In addition, the study investigates the English teachers’ perspectives about leveled reading and their outlook on parental. Lastly, the article explores parents’ views towards the impact of parental involvement towards child’s development. The research followed a mixed method research design, combining quantitative and qualitative data. The study was conducted in four elementary private schools in Sharjah, United Arab Emirates. The findings showed steady growth in word recognition abilities and improved automaticity. Results from running records exhibited a substantial increase in accuracy. Fluency assessments displayed a rise in fluency rate and fluency scores. Implications from this study indicate the positive effects of readings at the frustration level. Therefore, it is encouraged to explore further the impact of providing challenging reading materials.

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