scholarly journals Outcomes of a Readers´ Theatre Program on Oral Reading Prosody: An Exploratory Study in Different Environments

2021 ◽  
Vol 13 (5) ◽  
pp. 577-588
Author(s):  
Natalia Ferrada Quezada
Keyword(s):  
Oral Reading ◽  
Exploratory Study ◽  
Readers Theatre ◽  
Reading Prosody

Readers Theatre: effects on word recognition automaticity and reading prosody

2017 ◽  
Vol 41 (3) ◽  
pp. 475-485 ◽  
Author(s):  
Chase Young ◽  
Timothy Rasinski
Keyword(s):  
Word Recognition ◽  
Readers Theatre ◽  
Reading Prosody

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 Some Benefits of Using Readers Theatre in EFL Classroom

2019 ◽  
Vol 1 (2) ◽  
pp. 47-53
Author(s):  
Desti Angraini
Keyword(s):  
Facial Expressions ◽  
Communication Skills ◽  
Oral Reading ◽  
Reading Ability ◽  
Reading Skills ◽  
Reading Skill ◽  
Hand Gestures ◽  
Content Areas ◽  
Readers Theater ◽  
Readers Theatre

Reading plays an important part in developing learners’ knowledge. By reading, learners will get many benefits, such as adding their knowledge, knowing information and having pleasure. There are many ways of making them engaged in learning English especially reading skill. One kind of activities is using Readers’ theatre.  RT was introduced in EFL classroom to enhance the learning of communication skills. Readers’ theater offers learners’ an opportunity for interpretive oral reading as they use voices, facial expressions, and hand gestures to interpret characters in stories. Readers’ theater also builds readers’ confidence, brings stories to life through performance, animates content areas, and improves reading ability, comprehension, and oral reading skills.

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 Evaluating Year-end Oral Reading Records of First Graders in terms of Prosody Proficiency

2016 ◽  
Vol 5 (1) ◽  
pp. 20
Author(s):  
Mustafa Kocaarslan ◽  
Akile Ergün
Keyword(s):  
Oral Reading ◽  
Reading Ability ◽  
Expository Text ◽  
First Grade ◽  
Expository Texts ◽  
City Centre ◽  
Fluent Reading ◽  
Low Level ◽  
Significant Difference ◽  
Reading Prosody

Prosody is evaluated as an important factor in fluent reading and in literature it is expressed as a significant reading skill that affects comprehension. Prosody -described as a fluent reading ability of a reader with suitable sentences and expressions- includes stress, intonation, duration (time passed on voicing a word) and pausing properties that contribute to effective reading of a text. First grade students are supposed to have fluent reading abilities at the end of the year and they are expected to develop effective prosodic reading. Therefore, the aim of this study is to examine first grade students’ oral reading performances in terms of prosodic competences. Study sample in this study which has been conducted using descriptive survey model consists of 49 first grade students who participated in the study voluntarily in four different classes in a primary school in the city centre of Bartin in Turkey. For the evaluation of the reading prosodies of the students, their oral reading performances of a narrative and an expository text are recorded for one minute with a video camera and these records are evaluated with reading prosody rubric. As a result of the analysis, it is observed that students’ reading prosody score means are low in both narrative and expository texts. According to reading prosody scale, it appears that 59% of the students are at low level in narrative text and 41% of the students are at low level in expository text. Additionally, as a result of Mann-Whitney U test it appears that gender of the students does not make a significant difference in oral reading prosodies of the students in both narrative and expository texts.

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