A Longitudinal Study on Prediction of Word Recognition, Reading Fluency, and Reading Comprehension of 4-year-old Children

2015 ◽  
Vol 54 (4) ◽  
pp. 45 ◽  
Author(s):  
Ae Hwa Kim ◽  
Ui Jung Kim
Keyword(s):  
Reading Comprehension ◽  
Longitudinal Study ◽  
Word Recognition ◽  
Reading Fluency

scholarly journals Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography

2017 ◽  
Vol 5 (3) ◽  
pp. 448
Author(s):  
Xiangying Jiang
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Fluency ◽  
Empirical Studies ◽  
First Language ◽  
Adult Esl ◽  
Component Skills ◽  
Text Reading ◽  
Decoding Efficiency

<em>Cross-linguistic studies on second language (L2) reading reveal that component skills of reading such as word recognition, phonemic decoding, spelling, and oral text reading are prone to the influence of first language (L1) orthography but few empirical studies have examined the possible influence of L1 orthography on these skills. This study investigates how adult ESL learners of two different L1 backgrounds (Spanish and Chinese) compare in their performances on word recognition efficiency, phonemic decoding efficiency, spelling, and oral text reading fluency and how these skills are related to their overall ability in reading comprehension. The differences in the learners’ performances on the component skills and the variations in the role of these skills in ESL reading comprehension indicated possible influence of the orthographic features of learners’ first language.</em>

Practicing Keywords to Increase Reading Performance of Students With Intellectual Disability

2021 ◽  
Vol 126 (3) ◽  
pp. 230-248
Author(s):  
Mallory A. Stevens ◽  
Matthew K. Burns
Keyword(s):  
Reading Comprehension ◽  
Intellectual Disability ◽  
Word Recognition ◽  
Reading Fluency ◽  
Single Case ◽  
Single Case Design ◽  
Fourth Grade Students ◽  
Fluency And Comprehension ◽  
Text Reading ◽  
The Given

Abstract The purpose of the current study was to determine the extent to which practicing keywords increased word recognition, reading fluency and comprehension for students with intellectual disability (ID). The dependent measures included word recognition (i.e., the percentage of previously unknown keywords read correctly in the given text), reading fluency (i.e., words read correctly in 1 minute), and reading comprehension (i.e., number of questions answered correctly out of five). The participants were three fourth-grade students who were identified as having ID in early childhood with IQ scores of 45, 62, and 78. Words from reading passages were practiced with Incremental Rehearsal (IR) using a multielement, single-case design. Practicing keywords led to higher subsequent in-text recognition and generalization for a high percentage of the taught words. Additionally, there was clear experimental control for increases in reading fluency. There was not a strong effect on reading comprehension. Implications for research and practice are discussed.

Sign in / Sign up

Export Citation Format

Share Document