scholarly journals Developmental Characteristics of Word Decoding and Text Reading Fluency among Korean Children with Developmental Dyslexia

2017 ◽  
Vol 22 (2) ◽  
pp. 272-283 ◽  
Author(s):  
Soyeong Pae ◽  
Gayoung Shin ◽  
Ahyoung Seol
Keyword(s):  
Reading Fluency ◽  
Developmental Dyslexia ◽  
Word Decoding ◽  
Korean Children ◽  
Text Reading ◽  
Developmental Characteristics

scholarly journals Word Decoding Abilities of 1st Graders with Developmental Dyslexia Considering Reading Severity and Word and Syllable Structure

2021 ◽  
Vol 26 (3) ◽  
pp. 589-600
Author(s):  
Haerim Yu ◽  
Hyoeun Won ◽  
Soyeong Pae
Keyword(s):  
Grain Size ◽  
Developmental Dyslexia ◽  
Listening Comprehension ◽  
Word Reading ◽  
Syllable Structure ◽  
Group Differences ◽  
Word Decoding ◽  
Korean Children ◽  
Lexical Route ◽  
Severe Group

Objectives: This study investigated word decoding abilities of 1st graders with Developmental dyslexia according to the level of decoding difficulty, meaning availability, word and syllable structure.Methods: Twenty Korean 1st graders with developmental dyslexia participated in 40 word-reading tasks individually. All of them had severe decoding difficulties, even with normal listening comprehension (KORLA; Pae et al., 2015) and intelligence (K-CTONI-2; Park, 2014). The group differences by decoding difficulties were compared considering the meaning of words, the number of syllable-final graphemes, and the position of each grapheme in a syllable.Results: Both the severe and less-severe group in Korean word-decoding difficulties revealed the gaps between word reading and nonword reading. Both groups had decoding difficulties when a word had syllable-final graphemes, while the severe group had even lower performances in word readings with 2 syllable-final graphemes. Both groups showed similar performances in reading syllable-initial graphemes while the severe group had lower performances both in reading syllable-medial vowel graphemes and syllable-final consonant graphemes compared to the less-severe group.Conclusion: Korean 1st graders with developmental dyslexia seemed to be in urgent need of decoding support considering word and syllable structure. Triggering the non-lexical route with non-words considering the grain size of syllable-medial vowel graphemes and syllable-final graphemes would facilitate word decoding abilities of severely dyslexic Korean children.

scholarly journals Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

2021 ◽  
Vol 11 (3) ◽  
pp. 351-376
Author(s):  
Gavin Brooks ◽  
Jon Clenton ◽  
Simon Fraser
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Reading Fluency ◽  
English Learners ◽  
Text Comprehension ◽  
Vocabulary Knowledge ◽  
Linguistic Knowledge ◽  
Word Decoding ◽  
Decoding Skills ◽  
General Linguistic

This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.

scholarly journals Developmental dyslexia intervention framework for speech therapists

2014 ◽  
Vol 4 (1) ◽  
pp. 48-66
Author(s):  
Gracia Jiménez-Fernández ◽  
Sylvia Defior
Keyword(s):  
Learning Disability ◽  
Reading Fluency ◽  
Developmental Dyslexia ◽  
Educational Environment ◽  
Learning Difficulty ◽  
Emotional Aspects ◽  
Speech Therapist ◽  
The Individual ◽  
Phonological Abilities ◽  
Speech Therapists

The aim of this paper is to provide an intervention framework for speech therapists for developmental dyslexia in an educational environment. Firstly, there is a list of the main aspects which should be included in the individual intervention, such as reading fluency, phonological abilities and, in most cases, reading comprehension. The collaboration between teacher and speech therapist is essential in order for the child to overcome this learning difficulty. In this sense, in addition to the individual intervention, the speech therapist’s role also includes offering orientations for the intervention in the classroom. For this reason, secondly, this article presents some recommendations which the speech therapist can give to the teacher who has students with this learning disability. Among them, there are included some adaptations which can be carried out whilst doing daily tasks and for exams, as well as the intervention for emotional aspects which may be affected, such as selfesteem.

scholarly journals Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School

2020 ◽  
Vol 10 (9) ◽  
pp. 227
Author(s):  
Timothy V. Rasinski ◽  
Randy Yates ◽  
Kelly Foerg ◽  
Kelly Greene ◽  
David Paige ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Small Sample Size ◽  
First Grade ◽  
Reading Performance ◽  
Small Sample ◽  
Word Decoding ◽  
Comparable Group ◽  
Fluency Instruction ◽  
Grade One

The present exploratory study examined the effect of the implementation of a reading fluency instruction protocol on the reading performance of early first grade students in an urban school. Previous research has tended to examine the effects of fluency instruction after students have achieved some degree of competency in word recognition, usually toward the end of first grade and beyond. The fluency instruction provided in this study included repeated and assisted reading and was delivered daily over a ten-week period in the first semester of the school year by classroom teachers. The reading performance of students in the fluency instruction group (n = 51) was compared with a comparable group of first grade students (n = 27) who did not receive the fluency instruction, though the total number of minutes devoted to daily reading instruction and home reading was equal between groups. Descriptive analyses of pre- and post-testing data suggest that the first grade students receiving the fluency instruction made substantive, but not statistically significant, gains in reading achievement over the comparison group of students not receiving fluency instruction. The results suggest that dedicated and systematic fluency instruction may be appropriate for students before high levels of word decoding are achieved and that fluency instruction may be an effective instructional protocol as early as the beginning of first grade. Given the acknowledged limitations, including small sample size, further research into fluency instruction in early first grade is recommended.

Enhancing Oral Reading Fluency (ORF) Through Computer Assisted Repeated Reading (CARR)

2021 ◽  
Vol 17 (1) ◽  
pp. 207
Author(s):  
Hasimah Ja’afar ◽  
Wan Mazlini Othman ◽  
Hema Vanita Kesevan ◽  
Budi M.S
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Rural Students ◽  
Computer Assisted ◽  
Single Subject ◽  
Word Decoding ◽  
Reading Accuracy

This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students’ oral reading fluency (ORF). The single subject experimental design (SSED) which emphasised on the individual participant was used to collect data. Five students participated in this 12 week study in which the CARR intervention was carried out two times a week. CARR, the adaptation of the CBM/ORF procedure was used to improve the participants’ accuracy and automaticity in word decoding. Each participant’s accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant’s initial reading accuracy which stood at   96.7%, 94.2%, 96.6%, 97.3% and 97.1% showed that they could only read at instructional level. After the CARR intervention their reading accuracy improved and stood at 98.8%, 99.2%,97.2%,98.8% and 98.0%.This showed that they can  now read the assessment texts or other texts of comparable difficulty independently. Automaticity was determined by the reading rate or words read correctly per minute (WCPM). The participant’s initial WCPM was between 104 to 143 WCPM, 85 WCPM to 127 WCPM, 99 to 128, 57 to 209 WCPM and 103 and 163 WCPM. After the CARR intervention their reading automaticity improved between 108 to 158 WCPM, 99 to 146 WCPM, 99 to 135, 52 to 120 WCPM and 114 and 167 WCPM. Based on the participants’ individual results, it can be concluded that the CARR technique was effective in improving struggling readers’ reading fluency.  The results further implied that the CARR technique will ease burnt out English teachers’ workloads. CARR is user friendly and it can help teachers to help their students become better readers while helping struggling readers to become fluent.   Keywords: Reading fluency, Accuracy, Automaticity, Repeated reading, Computer Assisted Repeated Reading (CARR)

Dyslexia versus visual difficulties in reading and writing. A comment in discussion

2019 ◽  
Vol LXXX (4) ◽  
pp. 256-267
Author(s):  
Ewa Boksa ◽  
Renata Cuprych
Keyword(s):  
Word Recognition ◽  
Visual System ◽  
Developmental Dyslexia ◽  
Phonological Processing ◽  
Word Identification ◽  
Word Decoding ◽  
Writing Difficulties ◽  
Reading And Writing ◽  
Phonological Deficits ◽  
The World

Due to the fact that it is frequently difficult to identify their etiological origins, reading and writing difficulties have inconsistent terminology in the literature. This article is a review and attempts to initiate a discussion about visual dyslexia. The authors pose the question whether - in the context of new neuroimaging methods and the neurosciences broadly defined - there exist reading and writing difficulties that stem from impaired functioning of the visual system and whether they can be assigned to developmental dyslexia. If it is assumed that developmental dyslexia is linguistic in nature, these are phonological deficits that come to the fore in children entering the world of reading. These phonological processing deficits impair word decoding (word identification), making word recognition impossible, thus preventing access to higher-order linguistic processes, that is comprehending meaning from texts or building one’s own narratives.

scholarly journals The relation between text reading fluency and reading comprehension for students with autism spectrum disorders

2017 ◽  
Vol 41-42 ◽  
pp. 8-19 ◽  
Author(s):  
Emily J. Solari ◽  
Ryan Grimm ◽  
Nancy S. McIntyre ◽  
Lindsay Swain- Lerro ◽  
Matthew Zajic ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Autism Spectrum Disorders ◽  
Reading Fluency ◽  
Autism Spectrum ◽  
Text Reading ◽  
Students With Autism ◽  
Spectrum Disorders

scholarly journals Perceptions and Preferences of Digital and Printed Text and Their Role in Predicting Digital Literacy

2016 ◽  
Vol 12 (5) ◽  
pp. 14 ◽  
Author(s):  
Soonhwa Seok ◽  
Boaventura DaCosta
Keyword(s):  
High School Students ◽  
Reading Fluency ◽  
Digital Literacy ◽  
Reading Proficiency ◽  
School Students ◽  
Reading Behaviors ◽  
South Korean ◽  
Text Reading ◽  
Printed Text ◽  
Mean Differences

<p>This study explored the relationships between the reading of digital versus printed text among 1,206 South Korean high school students in grades 9 through 12. The <em>Test</em><em> of </em><em>Silent Contextual Reading Fluency</em> (2<sup>nd</sup> ed.), the <em>Digital Propensity Index</em>, and the <em>Reading Observation</em> <em>Scale</em> were among the instruments used to measure reading proficiency and digital propensity. Statistical analysis was comprised of a paired sample <em>t</em> test to compare students’ reading perceptions of digital and printed text; independent sample <em>t</em> tests were used to explore reading preferences and the relationships between digital and printed text; and a multiple linear regression was used to explore digital propensity based on reading behaviors. Among the results, students were found to have higher positive perceptions of the reading of printed text; reading preference depended on the purpose for reading (e.g., learning versus entertainment); and significant mean differences were found among students’ reading scores and digital propensity regarding preferences between the reading of digital and printed text. Although much more research is needed before any definitive conclusions can be drawn, the findings suggest several ways to achieve student literacy competency in the use of digital and printed text, while also pointing to additional factors that influence perceptions and behaviors among these two formats.</p>

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