The Effect of Reading Instruction Using Picture Book Story on Reading Fluency and Reading Comprehension of Students with Intellectual Disabilities

2017 ◽  
Vol 33 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Hye-Jung Jang ◽  
Hyun-ki Shin
Keyword(s):  
Reading Comprehension ◽  
Intellectual Disabilities ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Picture Book ◽  
Students With Intellectual Disabilities

Significance of oral language delays and writing for early detection of developmental disorders

2017 ◽  
Vol 41 (S1) ◽  
pp. S435-S435
Author(s):  
F.J. De Santiago Herrero ◽  
D.M. García-Mateos ◽  
I. Arconada Díez ◽  
C. Torres Delgado ◽  
A.M. Trigo Bensusan
Keyword(s):  
Reading Comprehension ◽  
Early Detection ◽  
Intellectual Disabilities ◽  
Reading Fluency ◽  
Oral Language ◽  
Developmental Disorders ◽  
Written Language ◽  
Medical Centers ◽  
Language Difficulties ◽  
Competing Interest

IntroductionThe study of the oral and written language delayed at the school makes possible the early detection of scholar, behavioral and psychiatric disorders. These difficulties could affect to the personal and professional development.ObjectivesTo confirm the relationship between language oral and written delayed for the early detection of developmental disorders.MethodA sample of 350 subjects among 5 and 23 years of age is analyzed with oral and/or written language difficulties. It is studied diagnosis, gender, age, reason for treatment, grade and submitter.ResultsThe specific learning disabilities (SLD) request a 62.3% of the treatment among 7–10 years. The percentages of SLD are: reading comprehension difficulties (17.4%), dysorthography (13.4%), reading fluency and reading comprehension difficulties (12.9%), reading fluency (11.7%) and, dysorthography and reading fluency (6.9%). There exist percentage differences between repeaters (39.4%) and no repeaters (22.9%) students with DALE. The oral/written language provides the early detection of Intellectual disabilities (8.6% of the simple). The relation between the reason for treatment and diagnosis do not coincide: the consults was 3.7% for oral language delay, 2.6% for reading comprehension difficulties, 1.4% for dysorthography and 0.9% for reading fluency. The school demand more treatment (50.9%), next to medical centers (22.3%) and family initiative (15.7%).ConclusionsThe oral/written language delayed – especially the reading comprehension difficulties – are a good early detection for the developmental disorders (intellectual disabilities minor, SLD and TDAH at the primary stage). There is more percentage of boys than girls (2:1) with language delayed, except at Intellectual disabilities, because there is an identical percentage (4.3%).Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Fluency: Deep Roots in Reading Instruction

2020 ◽  
Vol 10 (6) ◽  
pp. 155
Author(s):  
William H. Rupley ◽  
William Dee Nichols ◽  
Timothy V. Rasinski ◽  
David Paige
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Historical Review ◽  
The United States ◽  
Deep Roots ◽  
Academic Proficiency ◽  
Method Of Instruction

Over the past two decades, reading fluency has been increasingly recognized as an important instructional variable for success in reading. Yet, this has not always been the case. This article presents a historical review of the nature and role of fluency instruction in the United States. The roots of oral reading fluency began in an age when texts and other forms of entertainment and information were limited. Historically, in America, oral reading was the predominant means for conveying ideas and passing the time at home with the family. In the 1800s, American education’s primary method of instruction emphasized the need for being able to read aloud with expression and fluency, in order to hold the listeners’ attention and convey information. As texts and other forms of information became more available, oral reading became deemphasized, and silent reading was viewed as a better approach to developing readers’ comprehension at the cost of fluency development. With continued research and national reports that indicate the significant contributions of oral reading fluency to reading comprehension and academic proficiency, it is clear that the roots of oral reading run deep, and that fluent reading development is important to learners’ academic achievement and reading comprehension.

scholarly journals The effects of fluency-oriented reading instruction on reading skills

2020 ◽  
Vol 10 (4) ◽  
pp. 1111-1146
Author(s):  
Pınar Kanık Uysal ◽  
Asiye Duman
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Reading Skills ◽  
Reading Speed ◽  
Analysis Of Covariance ◽  
Study Program ◽  
Significant Difference ◽  
Experimental Group ◽  
Reading Prosody

The aim of this study is to examine the effects of Fluency-Oriented Reading Instruction on reading skills. The study group consisted of fifth-grade students. The quasi-experimental pretest-posttest comparison group design was used in the present study and a twenty-week study program was carried out. In the experimental intervention process, the Fluency-Oriented Reading Instruction method, which is a classroom-based approach for students at different reading levels involving the collective use of multiple reading fluency methods and applications for the whole class, was applied to the experimental group. “Error Analysis Inventory”, “Reading Prosody Rubric”and, "Reading Comprehension Test" were used as data collection tools, "Personal Information Form" was used to determine demographic features, and “Self, Peer and Group Assessment Forms” were used for the students to assess themselves and their peers. The one-way analysis of variance (ANOVA) and one-way analysis of covariance (ANCOVA) were used in the analysis of the data obtained in the study. While the findings obtained revealed significant differences in favor of the experimental group in the students' narrative and informative text reading speed, reading prosody and reading comprehension scores, no significant difference was found between the experimental group and the control groups in terms of word recognition levels. The findings obtained from the present study have shown that Fluency-Oriented Reading Instruction, which is carried out with reader’s theater, paired reading, model reading with audiobooks and home reading, affects the reading performances of students.

scholarly journals Exploring the Role of Oral Reading Fluency (ORF) in Reading Instruction: A Classroom-based Study with Engineering Students

2019 ◽  
Vol 18 (1) ◽  
pp. 45-57
Author(s):  
Remya Rebecca Prakash ◽  
Abjy Kurian
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Engineering Students ◽  
Component Processes ◽  
Esl Learners ◽  
The Relationship

Teaching reading is a complicated task as reading entails the simultaneous interaction of various component processes. Learning to read fluently is a crucial part of reading acquisition. Despite research conducted in L1 contexts regarding reading fluency, this area has been relatively unexplored in L2 contexts. In reading fluency research, Oral Reading Fluency (ORF) is an important construct which has been closely associated with the reading comprehension of young learners in L1 contexts. This paper aims to investigate the nature of the relationship between ORF and reading comprehension in ESL learners. If ORF proves to be significantly related to reading comprehension, it would be a valuable addition to reading instruction for ESL learners.

scholarly journals Metacognitive Reading Strategy and Emerging Reading Comprehension in Students With Intellectual Disabilities

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Natasha Cox-Magno ◽  
Peter Ross ◽  
Kathleen Dimino ◽  
Andrea Wilson
Keyword(s):  
Reading Comprehension ◽  
Intellectual Disabilities ◽  
Instructional Strategies ◽  
Effect Size ◽  
Reading Strategy ◽  
Kindergarten Students ◽  
Improvement Rate ◽  
Comprehension Skills ◽  
Students With Intellectual Disabilities ◽  
Reading Comprehension Skills

This article ventures to address the gap in special education practices by providing a metacognitive reading strategy to support the emerging reading comprehension skills of kindergarten students with intellectual disabilities. Historically, students with intellectual disabilities have low reading comprehension skills that can impede their overall academic success. There is a gap in practice regarding the identification and effective use of evidence-based reading comprehension instructional strategies for students with intellectual disabilities. Guided by Piaget’s and Vygotsky’s constructivist theories, the purpose of this study was to test the effectiveness of a metacognitive reading strategy on the emerging reading comprehension (ERC) skills of kindergarten students with intellectual disabilities. A single-participant, multiple baseline design with graphical visual analysis was used across four kindergarten students with intellectual disabilities to illustrate the influence of the reading intervention. All four kindergarten students showed increases in their ERC skills after the completion of the intervention. An effect-size statistic was calculated to measure the improvement in percentage rate of correct responses between each participant’s baseline and intervention phase. The effect-size results indicated a 60% to 80% improvement rate difference. Therefore, for these kindergartners, the metacognitive reading strategy significantly increased the ERC skills of the participants. The implications for social change include providing teachers with effective metacognitive instructional strategies for ERC skills and for improving ERC skills among students with intellectual disabilities, thus allowing intellectual disability students greater opportunity to benefit from curriculum and instruction over time.

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