Word Reading Fluency as a Serial Naming Task

ABSTRACTWe examined the cross-lagged relations between word reading fluency in the two orthographic systems of Japanese: phonetic (syllabic) Hiragana and morphographic Kanji. One hundred forty-two Japanese-speaking children were assessed on word reading fluency twice in Grade 1 (Times 1 and 2) and twice in Grade 2 (Times 3 and 4). Nonverbal IQ, vocabulary, phonological awareness, morphological awareness, and rapid automatized naming were also assessed in Time 1. Results of path analysis revealed that Time 1 Hiragana fluency predicted Time 2 Kanji fluency after controlling for the cognitive skills. Time 2 Hiragana fluency did not predict Time 3 Kanji fluency or vice versa after the autoregressor was controlled, but Hiragana and Kanji fluency were reciprocally related between Times 3 and 4. These findings provide evidence for a cross-script transfer of word reading fluency across the two contrastive orthographic systems, and the first evidence of fluency in a morphographic script predicting fluency development in a phonetic script within the same language.

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Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension

Journal of Research on Educational Effectiveness ◽

10.1080/19345747.2017.1375582 ◽

2017 ◽

Vol 11 (2) ◽

pp. 163-191 ◽

Cited By ~ 2

Author(s):

Emily J. Solari ◽

Carolyn A. Denton ◽

Yaacov Petscher ◽

Christa Haring

Keyword(s):

Reading Fluency ◽

Word Reading ◽

Tier 2 ◽

Tier 1 ◽

Fluency And Comprehension ◽

Tier 2 Intervention

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Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

Journal of Learning Disabilities ◽

10.1177/0022219419825855 ◽

2019 ◽

Vol 52 (3) ◽

pp. 220-231 ◽

Cited By ~ 3

Author(s):

Caralyn Ludwig ◽

Kan Guo ◽

George K. Georgiou

Keyword(s):

English Language Learners ◽

Language Learners ◽

Reading Fluency ◽

English Language ◽

Reading Skills ◽

Word Reading ◽

Reading Interventions ◽

Meta Analysis ◽

Reading Accuracy ◽

Positive Effects

Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs’ reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, students’ risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLs’ reading accuracy ( d = 1.221) and reading fluency ( d = 0.802) and a moderate effect on reading comprehension ( d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLs’ reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.

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Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency

Applied Psycholinguistics ◽

10.1017/s0142716411000920 ◽

2012 ◽

Vol 34 (4) ◽

pp. 697-725 ◽

Cited By ~ 44

Author(s):

MICHAEL J. KIEFFER ◽

GINA BIANCAROSA ◽

JEANNETTE MANCILLA-MARTINEZ

Keyword(s):

Reading Comprehension ◽

Reading Fluency ◽

Word Reading ◽

Morphological Awareness ◽

Language Minority ◽

Unique Contribution ◽

Spanish Speaking ◽

Reading Vocabulary ◽

Language Minority Learners ◽

Vocabulary Word

ABSTRACTThis study investigated the direct and indirect roles of morphological awareness reading comprehension for Spanish-speaking language minority learners reading in English. Multivariate path analysis was used to investigate the unique contribution of derivational morphological awareness to reading comprehension as well as its indirect contributions via three hypothesized mediators for students in sixth, seventh, and eighth grade (N = 101). Results indicated a significant unique contribution of morphological awareness, controlling for phonemic decoding, listening comprehension, reading vocabulary, word reading fluency, and passage reading fluency. Results further indicated significant indirect contributions of morphological awareness via reading vocabulary and passage fluency, but not via word reading fluency. Findings suggest that morphological awareness may play multiple important roles in second-language reading comprehension.

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The Role of Literary Instruction in the Development of Reading and Writing Skills in Spanish as a Heritage Language during Childhood

Heritage Language Journal ◽

10.46538/hlj.14.2.1 ◽

2017 ◽

Vol 14 (2) ◽

pp. 100-123

Author(s):

Alejandro Cuza ◽

Lauren Miller ◽

Adrian Pasquarella ◽

Xi Chen

Keyword(s):

Service Learning ◽

Phonological Awareness ◽

Reading Fluency ◽

Heritage Language ◽

Word Reading ◽

Literacy Skills ◽

Vocabulary Knowledge ◽

Language And Literacy ◽

Learning Program

The present study examines the role of instruction in the development of reading and writing skills in Spanish as a heritage language during childhood. Sixty-six (n=66) Spanish heritage speakers in K-4th grade participated in an 18-week Spanish intervention. The curriculum included the development of phonological awareness, reading fluency and accuracy as well as vocabulary via cognate instruction. Undergraduate students majoring in Spanish conducted the intervention as part of a service-learning program. Standardized measures given to the students before and after the intervention included phonological awareness, receptive vocabulary knowledge, word reading accuracy, and word reading fluency. The treatment group was compared to a group of twenty-five children (n=25) who did not participate in the program. The two groups were matched by age and non-verbal reasoning. Results from pre and post-tests showed significant gains for the treatment group in vocabulary growth, word reading fluency and word reading accuracy. Phonological awareness developed significantly for both groups, but there was no advantage for the experimental group. Overall, the intervention was effective at promoting both Spanish language and literacy skills (Rhoades, 2009). Contextualized and explicit instruction on word reading and decoding, as well as oral language and vocabulary knowledge in Spanish, helped Spanish heritage learners develop academic language and literacy skills in their first/minority language. Furthermore, the results provide strong evidence supporting the efficacy of a service-learning program aimed at facilitating the development of literacy skills among child heritage language learners.

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Reading Fluency in Deaf and Hard-of-Hearing Readers

The Oxford Handbook of Deaf Studies in Literacy ◽

10.1093/oxfordhb/9780197508268.013.14 ◽

2020 ◽

pp. 184-199

Author(s):

Susan R. Easterbrooks ◽

Paula J. Schwanenflugel

Keyword(s):

Reading Fluency ◽

Hard Of Hearing ◽

Word Reading ◽

First Language ◽

Repeated Readings ◽

Alphabetic Principle ◽

Reading Vocabulary ◽

National Reading Panel ◽

Points Of View

Prior to 2000, the role of fluency was poorly understood in deaf and hard-of-hearing learners beyond the examination of the use of repeated readings as an intervention technique. In 2000, the National Reading Panel identified factors critical to the development of literacy: phonological awareness, alphabetic principle, vocabulary, reading comprehension, motivation, and fluency. Since that time, much has been written on all these topics, except motivation and fluency. This chapter examines the various points of view necessary to understand the complexities of fluency, including but not limited to speed of word reading, vocabulary, prosody, and supralexical unitization. Further, it examines how these components differ based on an individual child’s first language. A concluding section explores successful interventions and lays out a research agenda that will allow the field to move forward.

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Learning to Read: the Case of Moroccan Students who Learn Spanish

The Spanish Journal of Psychology ◽

10.1017/sjp.2013.109 ◽

2013 ◽

Vol 16 ◽

Author(s):

Antonio Aguilera-Jiménez ◽

Carmen Delgado ◽

Alfonso Luque ◽

Francisco J. Moreno-Pérez ◽

Isabel. R. Rodríguez-Ortiz ◽

...

Keyword(s):

Reading Comprehension ◽

Reading Fluency ◽

Reading Ability ◽

Word Reading ◽

Immigrant Students ◽

Learning To Read ◽

Reading Processes ◽

Spanish Speaking ◽

Oral Vocabulary ◽

L1 And L2

AbstractThe aims of this study are to assess L1 and L2 variables that influence the reading acquisition of students of Moroccan origin in the South of Spain and compare their reading ability with native Spanish-speaking children. Participants were 38 students of Moroccan origin and 37 native Spanish-speaking students from the same classes. We used an oral vocabulary test and a reading comprehension test, which taps lexical, semantic, and syntactic reading processes, and reading fluency. The results indicated that immigrant students differed from native Spanish-speaking students in word reading, reading fluency, and the use of punctuation marks, but there were no significant differences in reading comprehension. In native Spanish-speaking students, reading comprehension correlated significantly with oral vocabulary and the other reading processes, but in the students of Moroccan origin, only receptive oral vocabulary in L2 correlated with the use of punctuation marks. Being in schools with educational resources specifically aimed at helping the Moroccan pupils was associated with a higher level of word reading in immigrant students.

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