scholarly journals Reading Predictors in Croatian

2021 ◽  
Vol 30 (2) ◽  
pp. 161-184
Author(s):  
Maja Kelić ◽  
Mirta Zelenika Zeba ◽  
Jelena Kuvač Kraljević
Keyword(s):  
Reading Instruction ◽  
Reading Time ◽  
Reading Speed ◽  
Digit Span ◽  
Reading Rate ◽  
Relative Importance ◽  
Hierarchical Multiple Regression ◽  
Transparent Orthography ◽  
Reading Accuracy ◽  
Suppressor Variable

Phonological awareness (PA), rapid automatised naming (RAN) and working memory (WM) are considered to be the most important factors supporting reading development. However, their relative importance varies across orthographies and age. The goal of this study was to examine reading predictors in Croatian, a language with highly transparent orthography, after three years of formal reading instruction. The study included 80 participants (mean age: 10.07 years). Reading rate and accuracy were measured using lists of words and pseudowords, and PA was measured using phoneme deletion, phoneme addition and spoonerism tasks. RAN was measured using naming of colours, and WM was measured using the WM standardised measure of digit span (WISC-IV-HR) and pseudoword repetition. In order to find the best predictors of reading rate and accuracy for both words and pseudowords, three-stage hierarchical multiple regression was conducted. The results showed that in highly transparent language when reading is automatised, RAN is the most significant predictor of both reading rate and accuracy. Although this study did not show dissociation between the predictors supporting reading speed and reading accuracy, it confirmed the importance of PA as a suppressor variable for RAN in predicting pseudowords reading time.

scholarly journals Relationship Between Rapid Naming Speed and Reading Speed as a Marker of Reading Difficulties of Estonian Children from 6 to 8 Years

2011 ◽  
Vol 13 (1) ◽  
pp. 113-128 ◽  
Author(s):  
Kadi Lukanenok
Keyword(s):  
Reading Instruction ◽  
Reading Speed ◽  
Reading Difficulties ◽  
Modern Society ◽  
Naming Speed ◽  
Rapid Naming ◽  
Good Tool ◽  
Transparent Orthography ◽  
The Relationship ◽  
Rapid Naming Speed

Relationship Between Rapid Naming Speed and Reading Speed as a Marker of Reading Difficulties of Estonian Children from 6 to 8 YearsReading is one of the fundamental skills for successful performance in modern society. Reading acquisition is one of the most important tasks in primary level of education. The early identification of reading difficulties (RD) enables educators to apply the treatment as early as possible. Rapid naming (RN) is one of the reliable methods used to identify RD and risk for RD. The relationship between RN skills, especially RN speed and reading decoding speed, is investigated as a good tool for predicting reading at decoding level and welldocumented in languages using non-transparent orthography. Few researches are carried out on RN skills in transparent orthographies. The current research is the first attempt to investigate RN skills of children speaking Estonian, highly transparent Finno-Ugric language. The aim of this study is to examine longitudinally RN speed and decoding skills of children at the age 6, 7 and 8 years to detect the relationship between RN speed in prereading age and reading age after starting formal reading instruction.

Pilot evaluation of a partner-supported online reading intervention for Grade 3–6 children

2021 ◽  
pp. 026565902198940
Author(s):  
Jessica Dean ◽  
Michelle Pascoe ◽  
Jane le Roux
Keyword(s):  
Prospective Study ◽  
Retrospective Analysis ◽  
Reading Intervention ◽  
Reading Difficulties ◽  
Reading Rate ◽  
Control Groups ◽  
Reading Accuracy ◽  
Significant Difference ◽  
Reading Partners ◽  
And Control

Information and communication technology (ICT)-based reading interventions have potential to help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have access to support. This pilot study aimed to describe the impact of an online, partner-supported reading intervention designed for South African children with reading difficulties. Objectives were to qualitatively describe participants’ experience of the intervention, and quantitatively evaluate changes in reading accuracy, rate, comprehension and receptive vocabulary after intervention. Two studies were conducted: (1) A retrospective analysis using data from intervention in mainstream Cape Town schools with peers as reading partners; (2) A prospective study in a Cape Town school with special needs educational provision where speech-language therapists served as reading partners. Both studies used matched participant, pre/post intervention designs. A total of 40 children in grades 3 to 6 participated. In each study the intervention group ( n = 20) received intervention 3 times per week (30 minutes per session) for 10 weeks, while the control group ( n = 20) continued with regular school activities. Participants enjoyed the ICT-based intervention, valued the role of the reading partners, believed they had made literacy gains, and reported positive attitudinal and behavioural changes related to reading. Retrospective analysis revealed no statistically significant differences between intervention and control groups. The prospective study found a statistically significant difference between the intervention and control groups’ gains on one measure of reading rate, but no significant difference in reading accuracy, vocabulary or reading comprehension gains. The study provides a preliminary description of one ICT-based reading intervention. Although an intervention effect could not be demonstrated, the changes noted in reading rate together with qualitative findings suggest a need for further research.

scholarly journals Experimental Research on English Reading Behavior Based on E-Prime System

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Zhu Feng
Keyword(s):  
Reading Time ◽  
Reading Speed ◽  
Generation System ◽  
Chinese College Students ◽  
English Reading ◽  
Detection Technology ◽  
Sentence Level ◽  
Prime System ◽  
Adverbial Clauses ◽  
Reading Teaching

Guided by the framework of structural construction and based on the E-Prime experimental generation system, the reading time method and detection technology are used to investigate the differences of reading comprehension between conditional adverbial clauses which presented by two ways — preposition and postposition among native Chinese college students. It is found that there are significant differences in reading time and understanding between the preposition and postposition of conditional adverbial clauses in English reading. The results show that both at the sentence level and at the text level, the postposition structure is more difficult to characterize than the preposition structure, which affects the reading speed and the accuracy of understanding. The study aims to improve English reading teaching.

scholarly journals Reading for Meaning: What Influences Paragraph Understanding in Aphasia?

2018 ◽  
Vol 27 (1S) ◽  
pp. 423-437 ◽  
Author(s):  
Janet Webster ◽  
Julie Morris ◽  
David Howard ◽  
Maria Garraffa
Keyword(s):  
Reading Comprehension ◽  
Reading Time ◽  
Matched Control ◽  
Reading Speed ◽  
Reading Difficulties ◽  
Propositional Content ◽  
Reading Impairment ◽  
Main Ideas ◽  
Comprehension Accuracy

Purpose The current study investigated the effect of text variables including length, readability, propositional content, and type of information on the reading comprehension of people with aphasia. Method The performance of 75 people with aphasia was compared with 87 healthy, age-matched control participants. Reading comprehension was considered in terms of both accuracy in responding to questions tapping comprehension and reading time. Participants with aphasia (PWA) were divided into 2 groups (no reading impairment [PWA:NRI] and reading impairment [PWA:RI]) depending on whether their performance fell within the 5th percentile of control participants. Results As groups, both PWA:NRI and PWA:RI differed significantly from control participants in terms of reading time and comprehension accuracy. PWA:NRI and PWA:RI differed from each other in terms of accuracy but not reading time. There was no significant effect of readability or propositional density on comprehension accuracy or reading time for any of the groups. There was a significant effect of length on reading time but not on comprehension accuracy. All groups found main ideas easier than details, stated information easier than inferred, and had particular difficulty with questions that required integration of information across paragraphs (gist). Conclusions Both accuracy of comprehension and reading speed need to be considered when characterizing reading difficulties in people with aphasia.

Young Children's Reading Behaviors in Various Classroom Contexts

1992 ◽  
Vol 24 (3) ◽  
pp. 339-371 ◽  
Author(s):  
Ellen McIntyre
Keyword(s):  
Young Children ◽  
Reading Instruction ◽  
Reading Time ◽  
First Grade ◽  
Theory And Practice ◽  
Classroom Context ◽  
Reading Behaviors ◽  
Affective Characteristics ◽  
Implicit And Explicit ◽  
Instructional Settings

This is a study of classroom context and how it shapes children's beginning reading behaviors. Three first-grade children were observed and tape-recorded twice weekly during reading instruction for the first 10 weeks of school. Patterns of reading behaviors emerged through a constant comparison of conditions under which each of the behaviors occurred. The three children in this study learned to interpret the various classroom reading contexts and their responses reflected the conditions of each. The salient conditions included: (a) the instruction, (b) the implicit and explicit rules for functioning within that context, (c) the texts the children read, and (d) the physical and affective characteristics of the context. The differences in the contexts were often quite subtle, yet children followed instructional foci and read accordingly. It was evident that some behaviors occurred across contexts, whereas others did not. For example, children did not transfer many of the skills they were able to employ during the direct instructional settings to unguided reading time. Implications for theory and practice are offered to explain the reading behaviors of the young children.

Digit Span Performance in Children with Dystrophinopathy: A Verbal Span or Working Memory Contribution?

2016 ◽  
Vol 22 (7) ◽  
pp. 777-784 ◽  
Author(s):  
Emily B. Leaffer ◽  
Robert J. Fee ◽  
Veronica J. Hinton
Keyword(s):  
Working Memory ◽  
Interaction Effect ◽  
Executive Control ◽  
Verbal Memory ◽  
Normative Data ◽  
Digit Span ◽  
Reading Performance ◽  
General Level ◽  
Span Length ◽  
Hierarchical Multiple Regression

AbstractObjectives: In a large cohort of boys with dystrophinopathies and their unaffected siblings, we examined whether consistently observed performance on digit span is due primarily to a verbal span or executive deficit. We additionally assessed whether digit span performance contributed to the observed variability in reading performance noted in this population. Methods: Performance of 170 boys with dystrophinopathy was compared to 95 unaffected sibling controls on measures of verbal function, reading, and digit span. Maximum digit span forward (DSF) and backward (DSB) lengths were converted to Z-scores using normative data. Independent sample t tests, analysis of variance, and hierarchical multiple regression were run (α=0.05). Results: Probands performed worse than controls on digit span, even after accounting for differences in general verbal function (p<.0001). Differences were significant for both DSF (p<.005) and DSB (p<.0001) span length, and an interaction effect yielded significantly worse DSB compared with DSF (p=.01). Reading performance was also lower in probands (p<.0001). The contribution of general level of verbal function, and forward and backward span lengths, did not vary between groups. Conclusions: In boys with dystrophinopathy, decreased performance on digit span appears to be due to both decreased span forward (measuring verbal span only) and backward (measuring verbal span and working memory). The extent to which sibling controls exhibited better performance compared to the probands was significantly greater for backward span when compared with forward span. Thus, immediate verbal memory and executive control are differentially compromised among boys with dystrophinopathy, and both of these abilities independently contribute to reading performance. (JINS, 2016, 22, 777–784)

Digit Span, Reading Rate, and Linguistic Relativity

1986 ◽  
Vol 38 (4) ◽  
pp. 739-751 ◽  
Author(s):  
Moshe Naveh-Benjamin ◽  
Thomas J. Ayres
Keyword(s):  
Cognitive Processing ◽  
Memory Span ◽  
Digit Span ◽  
Reading Rate ◽  
Structural Features ◽  
Linguistic Relativity ◽  
Length Effect ◽  
Trade Offs ◽  
Word Length Effect ◽  
Simple Surface

The relations between reading time and memory span were studied in four languages: English, Spanish, Hebrew, and Arabic. Reading rate was measured either in speeded reading of digits or in normal-pace reading of stories. Faster speeded reading and normal-pace reading rates for a given language were associated with larger memory span for speakers of that language. These relations, which were shown to be monotonically related to the number of syllables or phonemes per item, extend the within-language word-length effect reported by Baddeley, Thomson and Buchanan (1975), across languages. In addition, these findings demonstrate a form of linguistic relativity: a relation between simple surface-structural features of language (number of syllables) and cognitive processing (memory span and reading rate). It is argued that this linguistic relativity may be limited by trade-offs between surface features and common linguistic practice.

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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