scholarly journals EFL Reading Fluency Development and Its Effects

2021 ◽  
Author(s):  
◽  
Yen Thi Ngoc Tran
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Memory Span ◽  
Reading Rate ◽  
Control Group ◽  
Control Groups ◽  
Language Complexity ◽  
Treatment Groups ◽  
Speed Reading ◽  
Rate Improvement

<p>Speed reading courses have been considered an effective method to improve learners' reading rate. Research in this area has concentrated on the effect of a speed reading course on students' speed improvement, but not on how to structure the course or the effects of speed improvement on other aspects of language and other types of reading. This thesis, in the first place, deals with the issue of scheduling a speed reading course, in terms of lesson frequency and course length, to achieve the best effect. The thesis also seeks to determine if speed development in the course leads to rate improvement in reading texts outside the course. Finally, the thesis looks at the effects of speed improvement on oral reading rate, language accuracy and language complexity. In the first of two experiments, a speed reading course was delivered to the four experimental groups, who followed the course on different scheduling. Four scoring methods were used to measure the participants' speed improvement and it was found that one group made smaller increases than the others in all scoring methods. A pre-test and a post-test for reading other types of texts were administered and the speeds on these texts by the four treatment groups were compared with those by the control group. The results demonstrated that all but one group from the treatment category outperformed the control group. The second experiment was both a replication of the first experiment in order to confirm the reliability of the first experiment's results and an expansion from the first experiment to explore other issues. It involved two control groups, one of which followed the usual English program at the university and two treatment groups, one of which received consultation sessions during the treatment. The results on speed increases within the speed reading course corroborate the findings in the first experiment. Reading rate transfer from the speed reading course to other texts was significant (p<.001). Comparisons within the treatment groups and within the control groups demonstrated that the usual English program did not noticeably affect the speed increase transfer to other texts, oral reading fluency improvement, or language memory span development, but the consultation sessions substantially affected speed improvement in the course and speed improvement on other types of texts. With respect to oral reading rate the experiment found that the difference between the control groups and the treatment groups was statistically significant (p<.05). The relationships between reading fluency, language accuracy, and language complexity were also explored by looking at the comprehension scores and memory span results. It was found that reading fluency improvement does not necessarily negatively affect comprehension. It, however, does not assist language accuracy development to a remarkable degree. More importantly, the experiment showed that the treatment groups considerably expanded their memory span, which implies that reading speed improvement facilitates language complexity. High correlations between speed increases in the speed reading course, reading rate improvement in other types of texts and memory span development were also found.</p>

scholarly journals EFL Reading Fluency Development and Its Effects

2021 ◽  
Author(s):  
◽  
Yen Thi Ngoc Tran
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Memory Span ◽  
Reading Rate ◽  
Control Group ◽  
Control Groups ◽  
Language Complexity ◽  
Treatment Groups ◽  
Speed Reading ◽  
Rate Improvement

<p>Speed reading courses have been considered an effective method to improve learners' reading rate. Research in this area has concentrated on the effect of a speed reading course on students' speed improvement, but not on how to structure the course or the effects of speed improvement on other aspects of language and other types of reading. This thesis, in the first place, deals with the issue of scheduling a speed reading course, in terms of lesson frequency and course length, to achieve the best effect. The thesis also seeks to determine if speed development in the course leads to rate improvement in reading texts outside the course. Finally, the thesis looks at the effects of speed improvement on oral reading rate, language accuracy and language complexity. In the first of two experiments, a speed reading course was delivered to the four experimental groups, who followed the course on different scheduling. Four scoring methods were used to measure the participants' speed improvement and it was found that one group made smaller increases than the others in all scoring methods. A pre-test and a post-test for reading other types of texts were administered and the speeds on these texts by the four treatment groups were compared with those by the control group. The results demonstrated that all but one group from the treatment category outperformed the control group. The second experiment was both a replication of the first experiment in order to confirm the reliability of the first experiment's results and an expansion from the first experiment to explore other issues. It involved two control groups, one of which followed the usual English program at the university and two treatment groups, one of which received consultation sessions during the treatment. The results on speed increases within the speed reading course corroborate the findings in the first experiment. Reading rate transfer from the speed reading course to other texts was significant (p<.001). Comparisons within the treatment groups and within the control groups demonstrated that the usual English program did not noticeably affect the speed increase transfer to other texts, oral reading fluency improvement, or language memory span development, but the consultation sessions substantially affected speed improvement in the course and speed improvement on other types of texts. With respect to oral reading rate the experiment found that the difference between the control groups and the treatment groups was statistically significant (p<.05). The relationships between reading fluency, language accuracy, and language complexity were also explored by looking at the comprehension scores and memory span results. It was found that reading fluency improvement does not necessarily negatively affect comprehension. It, however, does not assist language accuracy development to a remarkable degree. More importantly, the experiment showed that the treatment groups considerably expanded their memory span, which implies that reading speed improvement facilitates language complexity. High correlations between speed increases in the speed reading course, reading rate improvement in other types of texts and memory span development were also found.</p>

scholarly journals Pengaruh Terapi AIUEO terhadap Kemampuan Bicara Pasien Stroke yang Mengalami Afasia Motorik

2019 ◽  
Vol 1 (2) ◽  
pp. 226-235
Author(s):  
Afnijar Wahyu ◽  
Liza Wati ◽  
Murad Fajri
Keyword(s):  
Wilcoxon Test ◽  
Control Group ◽  
Stroke Patients ◽  
Control Groups ◽  
Control Group Design ◽  
Treatment Groups ◽  
Group Design ◽  
Motor Aphasia ◽  
A Value ◽  
And Control

The purpose of this study was to determine the effect of AIUEO therapy on the speech ability of stroke patients who have motor aphasia in Raja Ahmad Thabib Hospital Tanjungpinang. The research design used was quasi experiment with the Nonequivalent Control Group Design approach to 9 respondents who were divided into 9 treatment groups and 9 control groups. The results showed that there were significant differences in the functional ability of communication between the control and treatment groups with a value of p <0.05 (p = 0.007 at a = 0.05) using the Wilcoxon Test statistical test. Conclusion, the influence of AIUEO therapy on the speech ability of stroke patients with motor aphasia in the treatment and control groups at Ahmad Thabib Hospital Tanjungpinang.   Keywords: Speech Ability, Motor Aphasia Stroke, AIUEO Therapy

scholarly journals The Fluency of Oral Reading with Natural Reader Software

2021 ◽  
Vol 5 (2) ◽  
pp. 156-163
Author(s):  
Varia Virdania Virdaus ◽  
Saiful Rifa’i
Keyword(s):  
English Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
English Language ◽  
English Education ◽  
Control Group ◽  
Study Program ◽  
Grade Levels ◽  
Group 2

This recent investigation aims to find out whether natural reader software improves oral reading fluency for English language learners. In this recent study, the natural reader software was considered as independent variable and the oral reading fluency score was regarded as dependent one. The subjects of this investigation were students of English education study program. The number of the students of group (1) were 32 students who are taught using natural reader software and this group was considered to be an experimental group and The number of the students of group (2) were35 students who are taught without using natural reader software this group was considered to be control group. This study has proven that this software can significantly prove that most of  students have more accurate and more precise reading skills. This study has revealed that oral reading fluency instruction does improve global reading proficiency at all grade levels

Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention

2018 ◽  
Vol 21 ◽  
Author(s):  
Patricia Crespo ◽  
Juan E. Jiménez ◽  
Cristina Rodríguez ◽  
Doris Baker ◽  
Yonghan Park
Keyword(s):  
At Risk ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
Oral Reading ◽  
Group Intervention ◽  
Longitudinal Design ◽  
First Grade ◽  
Control Group ◽  
Tier 2 ◽  
Variance Explained

AbstractThe present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.

Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School

2016 ◽  
Vol 50 (2) ◽  
pp. 115-127 ◽  
Author(s):  
Joanna A. Christodoulou ◽  
Abigail Cyr ◽  
Jack Murtagh ◽  
Patricia Chang ◽  
Jiayi Lin ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Reading Disabilities ◽  
Intervention Group ◽  
Control Group ◽  
Summer Reading ◽  
Pseudoword Reading ◽  
Intensive Reading

Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6–9) were randomly assigned to receive Lindamood-Bell’s Seeing Stars program ( n = 23) as an intervention or to a waiting-list control group ( n = 24). Analysis of pre- and posttesting revealed significant interactions in favor of the intervention group for untimed word and pseudoword reading, timed pseudoword reading, oral reading fluency, and symbol imagery. The interactions mostly reflected (a) significant declines in the nonintervention group from pre- to posttesting, and (2) no decline in the intervention group. The current study offers direct evidence for widening differences in reading abilities between students with RD who do and do not receive intensive summer reading instruction. Intervention implications for RD children are discussed, especially in relation to the relevance of summer intervention to prevent further decline in struggling early readers.

Effects of Reading with Adult Tutor/Therapy Dog Teams on Elementary Students’ Reading Achievement and Attitudes

2017 ◽  
Vol 25 (1) ◽  
pp. 38-56 ◽  
Author(s):  
Edward M. Levinson ◽  
Melanee Vogt ◽  
William F. Barker ◽  
Mary Renck Jalongo ◽  
Pat Van Zandt
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Repeated Measures ◽  
Oral Reading Fluency ◽  
Reading Aloud ◽  
Read Aloud ◽  
Control Group ◽  
Control Group Design ◽  
Therapy Dog ◽  
Post Test

This study assessed the effect of reading aloud to handler/therapy dog teams on children’s oral reading fluency using a post-test control group design with repeated measures. Forty-five children in grades 2-5 were assigned to one of two groups using a stratified random assignment designed to equate groups based on grade and sex. Both groups read aloud for 30 minutes per week for 5 weeks; Group One read with a handler/therapy dog and Group Two read to peers. After 5 weeks, the groups were reversed. Between-group and within-group differences were analyzed. Several statistically significant and large effect sizes were found. Findings generally suggested that reading aloud to an adult/therapy dog team tended to increase children’s scores on a test of oral reading fluency much more than reading aloud to peers. No significant effects were identified on a survey of general attitudes toward reading administered to the children.

Randomised Clinical Trial of Five Ear Acupuncture Points for the Treatment of Overweight People

2014 ◽  
Vol 32 (2) ◽  
pp. 132-138 ◽  
Author(s):  
Sujung Yeo ◽  
Kang Sik Kim ◽  
Sabina Lim
Keyword(s):  
Clinical Trial ◽  
Body Fat ◽  
Acupuncture Point ◽  
Ear Acupuncture ◽  
Control Group ◽  
Acupuncture Points ◽  
Control Groups ◽  
Sham Control ◽  
Treatment Groups ◽  
Overweight People

Objective To evaluate the efficacy of the five ear acupuncture points (Shen-men, Spleen, Stomach, Hunger, Endocrine), generally used in Korean clinics for treating obesity, and compare them with the Hunger acupuncture point. Methods A randomised controlled clinical trial was conducted in 91 Koreans (16 male and 75 female, body mass index (BMI)≥23), who had not received any other weight control treatment within the past 6 months. Subjects were divided randomly into treatment I, treatment II or sham control groups and received unilateral auricular acupuncture with indwelling needles replaced weekly for 8 weeks. Treatment I group received acupuncture at the five ear acupuncture points, treatment II group at the Hunger acupuncture point only and the sham control group received acupuncture at the five ear acupuncture points used in treatment I, but the needles were removed immediately after insertion. BMI, waist circumference, weight, body fat mass (BFM), percentage body fat and blood pressure were measured at baseline and at 4 and 8 weeks after treatment. Results For the 58 participants who provided data at 8 weeks, significant differences in BMI, weight and BFM were found between the treatment and control groups. Treatment groups I and II showed 6.1% and 5.7% reduction in BMI, respectively (p<0.004). There were no significant differences between the two treatment groups. Conclusions This finding suggests that the five ear acupuncture points, generally used in Korean clinics, and the Hunger point alone treatment are both effective for treating overweight people.

Effectiveness of a Global Learning Strategy Practiced in Different Contexts on Primary and Transfer Self-Paced Motor Tasks

1989 ◽  
Vol 11 (3) ◽  
pp. 290-303 ◽  
Author(s):  
Robert N. Singer ◽  
Charmaine DeFrancesco ◽  
Lynda E. Randal
Keyword(s):  
Learning Strategy ◽  
Transfer Task ◽  
Control Group ◽  
Strategy Group ◽  
Global Learning ◽  
Motor Tasks ◽  
Control Groups ◽  
Treatment Groups ◽  
Laboratory Task ◽  
Better Than

(Singer, 1986) on achievement in laboratory and simulated self-paced sport tasks were investigated. Forty undergraduates were randomly stratified according to gender into four treatment groups: (a) a strategy group that initially practiced the strategy while learning the laboratory task (SL), (b) a laboratory control group that began the experiment by learning the task without the strategy (CL), (c) a strategy group that initially applied the strategy to the learning of an applied sport task (SA), and (d) a control group that initially learned the sport task without the strategy (CA). Following the completion of 48 trials with the primary task, all groups performed 50 trials on a transfer task. ANOVAs indicated that both strategy groups performed significantly better than their respective control groups in the primary tasks. Results of the transfer task indicated that the SA group performed at the same level as the SL group but outperformed both control groups. It was concluded that the strategy facilitates achievement in laboratory as well as applied self-paced tasks.

scholarly journals The Difference of Results in Abdomen and Anus Area Measurement With Non-Contact Infrared Thermometer

2021 ◽  
Vol 22 (2) ◽  
pp. 183-188
Author(s):  
Anna Surgean Veterini ◽  
Nancy Margarita Rehatta ◽  
Hamzah Hamzah ◽  
Widijiati Widijiati ◽  
Sarmanu Sarmanu ◽  
...  
Keyword(s):  
Animal Model ◽  
Body Temperature ◽  
Mean Difference ◽  
The Body ◽  
Area Measurement ◽  
Control Group ◽  
Control Groups ◽  
Infrared Thermometer ◽  
Treatment Groups ◽  
The Mean

Research about sepsis in animal model is interesting to get the right therapeutic method for human being. We did the research to study about the value of body temperature in mice’s various body area in order to get the important information if we are going to do the translational research in animal model about sepsis. One clinical signs of the sepsis mice model is changes in body temperature. An easy way to examine body temperature is using infrared non-contact thermometer. This study aimed to compare the body temperature using infrared non-contact thermometer at the abdomen and anal area. We used male mice, weighing 25–30 g, divided into two groups (control and treatment groups). The control group injected with NaCl 0.9% solution, with the amount of NaCl 0.9% volume equal to Lipopolysaccharide (LPS). In the treatment group injected with 2.5 mg/kg BW of LPS intraperitoneally. Body temperature was measured in abdomen (tabd) and ananl (tan) area at 8th and 24th hour after treatment. Body temperature value tabd was higher than tan. Lipopolysaccharide injection increase body temperature but was not significant when compared to the control group (8th and 24th hour). The mean difference between tabd and tan in 8th control groups were 2.12oC respectively. The mean difference between tabd and tan in 24th hour control groups 4.6oC. The mean difference in treatment groups (8th hour) was 4.66oC, while it was 4.77oC in the 24th groups. Giving 2.5 mg/kg BW LPS intraperitoneally did not rise the body temperature significantly as compare to control groups. But, body temperature at anus area using non-contact infrared thermometer after treatment showed lower results as compared to that of at abdomen significantly.

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.

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