scholarly journals Evidence for complementary effects of code- and knowledge-focused reading instruction

2021 ◽  
pp. 026565902110142
Author(s):  
Meghan Vollebregt ◽  
Jana Leggett ◽  
Sherry Raffalovitch ◽  
Colin King ◽  
Deanna Friesen ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Instruction ◽  
Listening Comprehension ◽  
Nonsense Word ◽  
Dialogic Reading ◽  
Written Expression ◽  
Word Decoding ◽  
School Year ◽  
One Year

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

Reading comprehension gains in a differentiated reading intervention in Spanish based on the Simple View

2020 ◽  
pp. 026565902096798
Author(s):  
Gabriela Silva-Maceda ◽  
Blanca Flor Camarillo-Salazar
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Intervention Group ◽  
Group Versus ◽  
Control Group ◽  
Simple View ◽  
Comprehension Skill ◽  
School Year ◽  
Mixed Analysis ◽  
Post Test

This experimental study aimed to influence reading comprehension skills through the development of one or both components of the Simple View of Reading (decoding and listening comprehension), by using a differentiated instruction approach. Reading comprehension skill gains were compared in an intervention group versus a control, after the delivery of a program designed to target one or both of such components. Fifty-four children from two 1st grade classrooms in a public school in Mexico were screened for difficulties in decoding and listening comprehension at the end of the school year. At the beginning of 2nd grade, 27 students identified with difficulties were randomly assigned to either an intervention ( n = 14) or a control group ( n = 13). Students selected for the targeted intervention attended the sessions aimed at their specific needs: five students with poor decoding only received the Phonological and Orthographic Awareness sessions of the intervention (9 sessions); seven students with poor listening comprehension only attended the Oral Vocabulary sessions (5 sessions); two students with mixed difficulties attended the full program (14 sessions). A 2 × 2 mixed analysis of variance showed that the interaction between the Time and Group variables had a significant effect, i.e. students in the intervention group had significantly higher scores in the post-test evaluation with respect to their baseline and compared to the growth observed in the control group. Results are discussed concerning their implications for teaching practices and for the use of strategies that target reading specific difficulties in students using both oral and written language.

scholarly journals The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills

2018 ◽  
Vol 39 (5) ◽  
pp. 289-303 ◽  
Author(s):  
◽  
Y. D. Chiu
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Phonological Processing ◽  
Oral Language ◽  
Structural Equation ◽  
Listening Comprehension ◽  
Equation Model ◽  
Simple View Of Reading ◽  
Simple View ◽  
Grade 3

We assessed the simple view of reading as a framework for Grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in Grade 3. We next examined how well prekindergarten (pre-K) oral language (vocabulary, grammar, discourse) and code-related (letter and print knowledge, phonological processing) skills predicted Grade 3 reading comprehension, through the two core components of the simple view: word recognition and listening comprehension. Strong relations were evident between pre-K skills and the complementary Grade 3 constructs of listening comprehension and word recognition. Notably, the pre-K latent constructs of oral language and code-related skills were strongly related to each other, with a much weaker (nonsignificant) relation between the complementary Grade 3 constructs of listening comprehension and word recognition.

scholarly journals Penerapan Metode Fuzzy C-Means Pada Aplikasi Simulasi TOEFL (Test Of English As A Foreign Language) Berbasis Web (Studi Kasus: Fakultas MIPA Universitas Mulawarman)

2019 ◽  
Vol 14 (1) ◽  
pp. 17
Author(s):  
Rizky Fitriani Kemala ◽  
Indah Fitri Astuti ◽  
Septya Maharani
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Listening Comprehension ◽  
Cluster Structure ◽  
Written Expression ◽  
Fuzzy C Means

Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) di Universitas Mulawarman provinsi Kalimantan Timur merupakan salah satu fakultas yang berbasis pada keilmuan murni. Mahasiswa FMIPA dituntut untuk mampu mengikuti perkembangan ilmu dan teknologi serta meningkatkan penguasaan Bahasa Inggris untuk keperluan akademik. FMIPA mensyaratkan kepada mahasiswa calon lulusan untuk menguasai kemampuan bahasa Inggris sebagai bahasa internasional yang dibuktikan dengan sertifikat Test Of English as a Foreign Language (TOEFL) dengan skor minimal yang telah ditetapkan oleh pihak kampus. Mahasiswa satu dengan yang lain pasti mempunyai kemampuan yang berbeda dalam mengerjakan soal TOEFL, sehingga perlu pengelompokan data skor TOEFL berdasarkan jenis soal yang dikerjakan oleh mahasiswa. Algoritma yang digunakan untuk pengelompokkan adalah Fuzzy C-Means. Fuzzy C-Means adalah suatu teknik pengclusteran data yang mana keberadaan tiap-tiap titik data dalam suatu cluster ditentukan oleh derajat keanggotaan. Sistem aplikasi simulasi TOEFL menggunakan metode Fuzzy C-Means ini dapat mengelompokkan data menjadi beberapa cluster berdasarkan jenis soal dengan skor tertinggi yaitu Cluster Listening Comprehension, Cluster Structure and written expression, dan Cluster Reading Comprehension. Penelitian ini memberikan solusi kepada pengguna agar mempunyai persiapan yang lebih kuat menghadapi ujian TOEFL dan sebagai media belajar bagi siapapun yang ingin meningkatkan kemampuan berbahasa Inggris, juga memberikan saran kepada pengguna yang mempunyai nilai terendah pada jenis soal TOEFL tertentu.

scholarly journals Strategi Peningkatan Keterampilan Menyimak Berekuivalensi TOEFL Bagi Siswa SMA/Sederajat

2018 ◽  
Vol 2 (1) ◽  
pp. 121
Author(s):  
Tri Agustini Solihati ◽  
Asep Rizki Mukti ◽  
Rudi Permadi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Listening Comprehension ◽  
Skills Training ◽  
Written Expression ◽  
School Students ◽  
Post Test ◽  
Listening Strategies

ABSTRAK     TOEFL (Test of English as a Foreign Language) merupakan tes yang dilakukan untuk mengukur sejauh mana kemampuan bahasa Inggris seseorang. Tes ini terdiri dari empat jenis kegiatan, yaitu listening comprehension (menyimak), structure and written expression (tata bahasa), reading comprehension (membaca), dan writing (menulis). Pengenalan strategi menyimak diperlukan oleh siswa SMA/sederajat untuk meningkatkan pemahaman mereka mengenai cara mengerjakan soal menyimak dengan lebih praktis. Namun siswa SMA di Desa Linggaraja ini belum tahu dan belum pernah memperoleh pelatihan semacam ini di sekolah mereka masing-masing. Oleh karena itu, dalam kegiatan pengabdian masyarakat yang dilaksanaan oleh Prodi Pendidikan Bahasa Inggris Universitas Perjuangan, siswa tersebut diberikan pengenalan sekaligus pelatihan strategi peningkatan keterampilan menyimak berekuivalensi TOEFL. Sehingga sudah barang tentu, materi yang dipaparkan secara khusus membahas strategi menaklukan soal-soal menyimak pada tes TOEFL. Pelatihan ini diselenggarakan di Desa Linggaraja Kecamatan Sukaraja Kabupaten Tasikmalaya yang termasuk wilayah 3T (terluar, terdepan, dan terpencil). Pelatihan ini diikuti oleh 20 siswa SMA, warga Desa Linggaraja. Pelatihan dilaksanakan selama 14 pertemuan inti, yang terdiri dari kegiatan pre-test, 12 strategi menyimak, dan post-test. Pre-test dan post-test ini dilakukan hanya untuk mengetahui sejauh mana mereka memperoleh manfaat dari kegiatan yang sudah dilakukan. Kata Kunci : Menyimak,TOEFL Siswa ABSTRACT                TOEFL (Test of English as a Foreign Language) is a test conducted to measure the extent of person's English skills. This test consists of four types of activities, they are listening comprehension, structure and written expression,, reading comprehension, and writing. The introduction of listening strategies is required for high school students/equivalents to improve their understanding of how to conductlistening questions more practically. However, the high school students in Linggaraja Village have not known yet and they have never received this kind of training in their school. Therefore, in the community service activities conducted by English Education Department of Perjuangan University, the students are given introduction as well as TOEFL competency skills enhancement skills training. So, of course, the material presented specifically deliver the strategy of conquering the listening questions on the TOEFL test. The training was held in Linggaraja Village, Sukaraja District, Tasikmalaya Regency, which included (outer, outer, and remote) areas. The training was attended by 20 high school students, villagers of Linggaraja. Training was conducted during 14 core meetings, consisting of pre-test, 12 listening strategies, and post-test. Pre-test and post-test were done only to find out how far they get benefit from the activities. Keywords : Listening, Students’ TOEFL

scholarly journals How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties

2018 ◽  
Vol 85 (2) ◽  
pp. 180-196 ◽  
Author(s):  
Sharon Vaughn ◽  
Greg Roberts ◽  
Philip Capin ◽  
Jeremy Miciak ◽  
Eunsoo Cho ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Listening Comprehension ◽  
Word Reading ◽  
Reading Difficulties ◽  
Language And Literacy ◽  
Response To Instruction ◽  
Literacy Outcomes ◽  
School Year ◽  
Intensive Reading

This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction among 400 struggling readers in fourth grade ( n = 183 for non-EL; n = 217 for EL) who received an intensive reading intervention. At pretest, word reading, listening comprehension, and reading comprehension were measured, and at posttest, reading comprehension was measured again. Results from moderated multiple regression analyses showed a significant three-way interaction such that reading comprehension at posttest was higher for ELs than non-ELs with similar levels of low word reading but relatively higher levels of listening comprehension. However, non-ELs outperformed ELs with similar levels of relatively high word reading and average to high listening comprehension. The findings suggest that pre-intervention skill profiles may need to be interpreted differently for ELs and non-ELs with significant reading difficulties in relation to language and literacy outcomes.

scholarly journals Right-hemisphere coherence to speech at pre-reading stages predicts reading performance one year later

2021 ◽  
Author(s):  
Paula Ríos López ◽  
Nicola Molinaro ◽  
Mathieu Bourguignon ◽  
Marie Lallier
Keyword(s):  
Reading Instruction ◽  
Right Hemisphere ◽  
Developmental Reading ◽  
Low Frequency ◽  
Reading Performance ◽  
School Year ◽  
Delta Band ◽  
Neural Entrainment ◽  
One Year ◽  
Frequency Modulations

The hypothesis that neural entrainment to the low-frequency modulations of speech contributes significantly to reading acquisition receives increasing support in the literature. Still, no previous study has actually attempted to establish a longitudinal link between them. The present study tested Basque-speaking children twice: once before reading was formally instructed (t1; 5-6 years old) and once after they had received a full school year of reading instruction (t2; 6-7 years old). At t1, speech-brain coherence was recorded via EEG. At t2, in addition to the coherence measure, reading performance was assessed. Our results show that children with larger pre-reading delta-band (< 1 Hz) speech-brain coherence at right sites of the scalp performed better in the reading tasks one year later. Moreover, the increase in coherence from pre-reading into reading stages tended to correlate negatively with reading outcome. The latter result, though statistically weak, suggests that reading instruction might lead to the recruitment of less delta tracking resources. Overall, our results provide preliminary support for a relevant contribution of right-hemisphere speech-brain coherence to successful reading development and point towards pre-reading neural coherence indexes as useful tools for the early detection of developmental reading disorders.

Computers and Cognition in Reading: A Focus on Decoding Fluency

1986 ◽  
Vol 53 (2) ◽  
pp. 157-162 ◽  
Author(s):  
Joseph K. Torgesen
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Computer Technology ◽  
Word Identification ◽  
Word Decoding ◽  
Decoding Skills ◽  
Handicapped Children ◽  
Recent Advances ◽  
Traditional Programs ◽  
Written Materials

Recent cognitive analyses of reading indicate the importance of fluent word identification skills in reading comprehension. These analyses suggest that children who experience difficulties in the acquisition of fluent word decoding skills will be limited in their development of higher level comprehension processes in reading. Recent advances in computer technology create the possibility of providing much greater amounts of fluency oriented practice in decoding skills than is possible in most traditional programs. A few beginning studies provide support for the idea that computers may be helpful in reading instruction for handicapped children by providing large amounts of practice in the word identification skills that are necessary before good comprehension of written materials can occur.

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