scholarly journals Effect of Self-Evaluation-Based Oral Reading Method in Elementary School on Reading Fluency and Reading Comprehension

2022 ◽  
Vol 9 (2) ◽  
pp. 437-462
Author(s):  
Emine Gül ÖZENÇ ◽  
Ferhat SAAT
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Self Evaluation

Oral Reading Fluency and Prediction of Reading Comprehension in African American and Caucasian Elementary School Children

2002 ◽  
Vol 31 (4) ◽  
pp. 540-553 ◽  
Author(s):  
John M. Hintze ◽  
James E. Callahan ◽  
William J. Matthews ◽  
Stacy A. S. Williams ◽  
Kevin G. Tobin
Keyword(s):  
Elementary School ◽  
African American ◽  
Reading Comprehension ◽  
School Children ◽  
Reading Fluency ◽  
Oral Reading ◽  
Elementary School Children ◽  
Oral Reading Fluency

scholarly journals Predictors of Latino English Learners’ Reading Comprehension Proficiency

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresa A Grasparil ◽  
David A Hernandez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Literacy Achievement ◽  
Academic Vocabulary ◽  
Latino English Learners

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino English learners to determine the strength of oral English proficiency, oral reading fluency, and academic vocabulary knowledge as predictors of reading comprehension proficiency. Findings of this study indicate a mismatch between English learners’ instructional needs and a widely used reading program component, assessment of words correct per minute (as a measure of oral reading fluency). Significant conclusions of this study suggest that educators seeking to promote the reading comprehension proficiency of Latino English learners consider using WCPM assessments and activities cautiously and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.

scholarly journals Relations among Oral Reading Fluency, Silent Reading Fluency, Retell Fluency, and Reading Comprehension

2014 ◽  
Vol 116 ◽  
pp. 4030-4034 ◽  
Author(s):  
Mustafa Turkyılmaz ◽  
Remzi Can ◽  
Kasim Yildirim ◽  
Seyit Ateş
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Silent Reading ◽  
Retell Fluency

Does growth rate in oral reading fluency matter in predicting reading comprehension achievement?

2010 ◽  
Vol 102 (3) ◽  
pp. 652-667 ◽  
Author(s):  
Young-Suk Kim ◽  
Yaacov Petscher ◽  
Christopher Schatschneider ◽  
Barbara Foorman
Keyword(s):  
Growth Rate ◽  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency

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.

Skill Moderators of the Effects of a Reading Comprehension Intervention

2018 ◽  
Vol 85 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Nathan H. Clemens ◽  
Eric Oslund ◽  
Oi-man Kwok ◽  
Melissa Fogarty ◽  
Deborah Simmons ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Word Reading ◽  
Word Identification ◽  
Controlled Trial ◽  
Vocabulary Knowledge ◽  
Moderation Effect ◽  
Experimental Intervention

This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental intervention included components that targeted word reading, reading fluency, and vocabulary, we hypothesized that students with lower pretest performance in those skill domains would benefit more from the intervention compared to students with relatively stronger pretest performance or students who received school-implemented (business-as-usual) intervention. Results indicated that pretest word identification efficiency and vocabulary did not moderate the effects of the intervention; however, moderation effects were observed for pretest oral reading fluency such that reading comprehension gains of students with lower pretest fluency were greater in the experimental intervention compared to students with higher pretest fluency or in the comparison condition. Reasons for the moderation effect are discussed. Findings underscore the use of moderation analyses when evaluating multicomponent interventions.

Oral reading fluency, reading motivation and reading comprehension among second graders

2020 ◽  
Vol 33 (8) ◽  
pp. 1945-1970 ◽  
Author(s):  
Einat Nevo ◽  
Vered Vaknin-Nusbaum ◽  
Sigalit Brande ◽  
Linda Gambrell
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Reading Motivation ◽  
Second Graders
Sign in / Sign up

Export Citation Format

Share Document