scholarly journals Text Complexity and Oral Reading Prosody in Young Readers

2010 ◽  
Vol 45 (4) ◽  
pp. 388-404 ◽  
Author(s):  
Rebekah George Benjamin ◽  
Paula J. Schwanenflugel
Keyword(s):  
Oral Reading ◽  
Text Complexity ◽  
Young Readers ◽  
Reading Prosody

scholarly journals Executive functions and components of oral reading fluency through the lens of text complexity

2020 ◽  
Vol 33 (4) ◽  
pp. 1037-1073 ◽  
Author(s):  
Tin Q. Nguyen ◽  
Sage E. Pickren ◽  
Neena M. Saha ◽  
Laurie E. Cutting
Keyword(s):  
Executive Functions ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Text Complexity

scholarly journals AN INVESTIGATION OF ORAL READING FLUENCY OF TENTH GRADE IN ONE OF SENIOR HIGH SCHOOLS IN INDRAMAYU

2021 ◽  
Vol 10 (1) ◽  
pp. 30
Author(s):  
Indra Yoga Prawiro ◽  
Sri - Lefina
Keyword(s):  
High Schools ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Reading Rate ◽  
Reading Accuracy ◽  
Tenth Grade ◽  
Almost All ◽  
Fluency Test ◽  
Reading Prosody

The purpose of this study is to investigate students oral reading fluency of tenth grade in one of Senior High Schools in Indramayu. According to Zuhra (2015) the students faced difficulties in English because of their poor vocabulary. The students also faced difficulties when the texts were long and complicated with various different modifying phrases. There are three subskills to measure oral reading fluency. As stated by Pey, et al (2014) there are ‘accuracy’. ‘speed’, and ‘prosody’. Case study is chosen as a research method in this study. Two instruments were used to collect the data. The first is oral reading fluency test, this was used to measure students’ fluency in oral reading. The second is questionnaire. It was used to find out the students’ reading interest and reading habit. After the writers got the data. Then it will be analyzed qualitatively. The results showed that there were 36 students who took the oral reading fluency test. But, unfortunately that almost all students were not fluent in oral reading. The lowest score obtained by students in reading rate is 58 wpm. While for reading accuracy the lowest score obtained by students is 0,7 wc. And the lowest score obtained by students in reading prosody is 4. In reading prosody, almost all students get score of 4. It is because there are still many students who read only if they have to and they read not for own pleasure. Meanwhile, only two students out of thirty-six students who are almost fluent reading are able to do oral reading fluency. Have fluency in oral reading the students have practiced reading a lot. With reading rate 110 wpm and 127 wpm, reading accuracy 0,95 wc and 0,91 wc, and reading prosody are  9 of out 16.

Acoustic Features of Oral Reading Prosody and the Relation With Reading Fluency and Reading Comprehension in Taiwanese Children

2021 ◽  
pp. 1-10
Author(s):  
Wei-Lun Chung ◽  
Gavin M. Bidelman
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Word Reading ◽  
Pause Duration ◽  
Third Graders ◽  
Read Aloud ◽  
Acoustic Features ◽  
Fluency And Comprehension ◽  
Reading Prosody

Purpose: The study aimed to examine whether oral reading prosody—the use of acoustic features (e.g., pitch and duration variations) when reading passages aloud—predicts reading fluency and comprehension abilities. Method: We measured vocabulary, syntax, word reading, reading fluency (including rate and accuracy), reading comprehension (in Grades 3 and 4), and oral reading prosody in Taiwanese third-grade children ( N  = 109). In the oral reading prosody task, children were asked to read aloud a passage designed for third graders and then to answer forced-choice questions. Their oral reading prosody was measured through acoustic analyses including the number of pause intrusions, intersentential pause duration, phrase-final comma pause duration, child–adult pitch match, and sentence-final pitch change. Results: Analyses of variance revealed that children's number of pause intrusions differed as a function of word reading. After controlling for age, vocabulary and syntactic knowledge, and word reading, we found that different dimensions of oral reading prosody contributed to reading rate. In contrast, the number of pause intrusions, phrase-final comma pause duration, and child–adult pitch match predicted reading accuracy and comprehension. Conclusions: Oral reading prosody plays an important role in children's reading fluency and reading comprehension in tone languages like Mandarin. Specifically, children need to read texts prosodically as evidenced by fewer pause intrusions, shorter phrase-final comma pause duration, and closer child–adult pitch match, which are early predictive makers of reading fluency and comprehension.

Two methods for assessing oral reading prosody

2011 ◽  
Vol 7 (4) ◽  
pp. 1-22 ◽  
Author(s):  
Minh Duong ◽  
Jack Mostow ◽  
Sunayana Sitaram
Keyword(s):  
Oral Reading ◽  
Reading Prosody

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.

scholarly journals Becoming a Fluent Reader: Reading Skill and Prosodic Features in the Oral Reading of Young Readers.

2004 ◽  
Vol 96 (1) ◽  
pp. 119-129 ◽  
Author(s):  
Paula J. Schwanenflugel ◽  
Anne Marie Hamilton ◽  
Melanie R. Kuhn ◽  
Joseph M. Wisenbaker ◽  
Steven A. Stahl
Keyword(s):  
Oral Reading ◽  
Reading Skill ◽  
Prosodic Features ◽  
Fluent Reader ◽  
Young Readers
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