The Effects of Repeated Reading On Two Types of CBM: Computer Maze and Oral Reading With Second-Grade Students With Learning Disabilities

Diagnostique ◽  
1996 ◽  
Vol 21 (2) ◽  
pp. 51-66 ◽  
Author(s):  
Kristine D. Swain ◽  
Rose M. Allinder
Keyword(s):  
Learning Disabilities ◽  
Oral Reading ◽  
Repeated Reading ◽  
Second Grade ◽  
Students With Learning Disabilities ◽  
Second Grade Students

Using Graphic Novels to Engage Students With Learning Disabilities During Fluency Instruction

2019 ◽  
Vol 55 (5) ◽  
pp. 278-285
Author(s):  
Nicole S. Fenty ◽  
Melissa Brydon
Keyword(s):  
Learning Disabilities ◽  
Reading Fluency ◽  
Oral Reading ◽  
Graphic Novels ◽  
Reading Program ◽  
Reading Engagement ◽  
Students With Learning Disabilities ◽  
Fluency Instruction ◽  
Students With Ld ◽  
Good Reading

Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help support student engagement with text during reading fluency instruction. This article outlines how teachers can use graphic novels as part of a comprehensive reading program to help engage students with LD in reading during fluency instruction. A brief summary of the literature surrounding comprehensive fluency instruction and the use of graphic novels is provided. In addition, a scenario is provided to illustrate guidelines for fluency planning and instruction using graphic novels. Finally, conclusions are summarized.

scholarly journals Differences between Oral and Written Discourse and the Acquisition of Reading Proficiency

1982 ◽  
Vol 14 (2) ◽  
pp. 111-125 ◽  
Author(s):  
Donald J. Leu
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Interference Effect ◽  
Reading Proficiency ◽  
Second Grade ◽  
Written Discourse ◽  
Reading Error ◽  
Written Text ◽  
Young Readers ◽  
Second Grade Students

Examines discourse conflicts between the structure of written text and the oral expectations of young readers. Twenty-eight second grade students read and retold two stories: one with oral and one with written discourse structures. ANOVA results suggest that written discourse stories were more difficult to comprehend. In addition, an interaction appeared between familiarity with written discourse structures and comprehension of the two story versions. As familiarity with written discourse structures increased, the interference effect on reading comprehension decreased. Oral reading error results paralleled these findings, suggesting that expectations based on a knowledge of oral discourse structures may, in some cases, actually interfere with the reading comprehension of young readers.

Effects of Technology Enhancements and Type of Teacher Support on Assessing Spanish-Speaking Children’s Oral Reading Fluency in Second Grade

2011 ◽  
Vol 37 (1) ◽  
pp. 3-16
Author(s):  
Mary J. York ◽  
Barbara R. Foorman ◽  
Kristi L. Santi ◽  
David J. Francis
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Teacher Support ◽  
Oral Reading Fluency ◽  
School Level ◽  
Second Grade ◽  
Bilingual Students ◽  
Spanish Speaking ◽  
Second Grade Students ◽  
School Level Effects

We examined student-, classroom-, and school-level effects in predicting second-grade Spanish-speaking children’s oral reading fluency in Spanish. Teachers in 67 randomly selected urban schools administered the Tejas LEE to 1,537 first- and second-grade students. Oral reading fluency was measured in the passages students read for comprehension. Covariates were mean fluency in Grade 1, variability in fluency in Grade 1, degree of grouping in the school, and the proportion of second-grade students in the classroom and/or the school taking the Tejas LEE. Treatment effects were administration format (paper, desktop, handheld) and type of teacher support (no mentoring, web mentoring, and on-site plus web mentoring). Second-grade teachers positively affected students’ reading fluency when (a) they administered the Tejas LEE on paper with the associated paper reports in classrooms of bilingual students, and (b) they either received web mentoring and had relatively homogeneous classrooms or received on-site or no mentoring and had ability-grouped classes. Implications for interpreting assessment results are discussed in the context of the type of support provided to teachers and the grouping of bilingual students by language and/or by ability.

The Effects of Text-to-Speech on Reading Outcomes for Secondary Students With Learning Disabilities

2018 ◽  
Vol 34 (2) ◽  
pp. 80-91 ◽  
Author(s):  
Mary Cece Young ◽  
Carrie Anna Courtad ◽  
Karen H. Douglas ◽  
Yun-Ching Chung
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Secondary Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Single Case ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Text To Speech ◽  
Reading Outcomes

This study investigated the effectiveness of text-to-speech (TTS) on the outcomes of reading comprehension and oral reading fluency (ORF) for four secondary students with learning disabilities. The researchers used a single-case A–B–A–B withdrawal design to evaluate the effectiveness of TTS on reading outcomes. All participants scored higher on reading comprehension after using TTS when reading instructional passages and maintained the skills for 4 weeks. Results on participants’ ORF also indicated an increased level of words read per min at the end of each accommodation condition. Comparison of pre- and posttest achievement on the Lexile assessment showed that two of the four participants increased their reading scores. Major findings are discussed with implications for practice and recommendations for future research to increase the use of TTS in the classroom.

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