Effects of Repeated Reading Strategy Using Fairy Tale Books on the Reading Fluency and Reading Comprehension of Student with Intellectual Disability

2018 ◽  
Vol 20 (2) ◽  
pp. 163-182
Author(s):  
Hye-Mi Kang ◽  
Keun-Pil Park ◽  
Young-Chul Lee
Keyword(s):  
Reading Comprehension ◽  
Intellectual Disability ◽  
Reading Fluency ◽  
Fairy Tale ◽  
Repeated Reading ◽  
Reading Strategy

scholarly journals THE EFFECT OF REPEATED READING STRATEGY IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT THE EIGHT GRADE STUDENTSOF SMPN 36 PEKANBARU

ELT-Lectura ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 191-199
Author(s):  
Destina Kasriyati ◽  
Maharani Maharani
Keyword(s):  
Reading Comprehension ◽  
Repeated Reading ◽  
Reading Strategy ◽  
Narrative Text ◽  
Second Grade ◽  
Average Score ◽  
Generic Structure ◽  
Post Test ◽  
Receive Treatment ◽  
And Control

Based on the result of observation that students got some difficulties to understand the content of reading comprehension, particularly main ideas, detail information, vocabulary, identify information, word reference and generic structure. The purpose of this research was to find whether the students who received in class experiment of repeated reading strategy had different skill in reading comprehension than students who did not receive treatment of the strategy at the second grade of SMPN 36 Pekanbaru.  The design of this research was Experimental Research. This research was conducted on Jan 2018. The population of this research was the second grade of SMPN 36 Pekanbaru. The sample of this research were 2 classes as control and experiment class. Based on the test result, it was found that the average score of post-test was 85.33 and pre test was 71. It means that the result of post test was getting higher than pretest.  In conclusion, the use of repeated reading strategy could increase students reading comprehension in narrative text. There was different ability between experment and control class.

scholarly journals Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study

2019 ◽  
Vol 35 (1) ◽  
pp. 75-88 ◽  
Author(s):  
Nuria Calet ◽  
M. Carmen Pérez-Morenilla ◽  
Macarena De los Santos-Roig
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Single Case ◽  
Repeated Reading ◽  
Conclusive Evidence ◽  
Prosodic Features ◽  
Single Case Design ◽  
The Impact

Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.

The Impact of Repeated Reading Strategy on Improving Reading Comprehension and Vocabulary Development in English language among Sixth Grade Students in Jordan: أثر استراتيجية القراءة المتكررة في تحسين الفهم القرائي وتنمية المفردات باللغة الإنجليزية لدى طالبات الصف السادس الأساسي في الأردن

2020 ◽  
Vol 4 (45) ◽  
Author(s):  
Rula Mohammad Mahmoud Hmeidan
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Repeated Reading ◽  
Sixth Grade ◽  
Reading Strategy ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
The Impact ◽  
Essay Test ◽  
Experimental Group

This study aims to find out the impact of the repeated reading strategy on improving reading comprehension and development vocabulary in the English language of the sixth-grade students in Jordan. The study was applied to 60 students of the sixth-grade students in Wadi Al-Seer secondary girl's school. On section consisting of 30 students was classified as an experimental group, whereas another section consisting of 30 students was classified as a control group. The experimental group was taught a short story by using the repeated strategy. To measure the effect this story on improving reading comprehension and development vocabulary the researcher used two tools: they are reading comprehension test, which is an essay test consisting of 10 questions and vocabulary test, which also is an essay test consisting of 10 questions. After conducting the study and conducting the appropriate statistical analyses, the results of the study revealed that there is a statistically significant difference at the (α = 0.05) between the two means for the performance of the participants in reading comprehension and vocabulary. This result is ascribed to the teaching strategy and to the group members who received teaching the story by adopting the repeated reading strategy.

scholarly journals Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019

2020 ◽  
Vol 10 (3) ◽  
pp. 52
Author(s):  
Alida Hudson ◽  
Poh Wee Koh ◽  
Karol A. Moore ◽  
Emily Binks-Cantrell
Keyword(s):  
Reading Comprehension ◽  
Elementary Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
Repeated Reading ◽  
Reading Difficulties ◽  
Effect Sizes ◽  
The Impact

Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000–2019 that examined ORF interventions among elementary students identified as having reading difficulties were reviewed to identify the characteristics (e.g., instructional variables, group size, type of interventionist) of effective ORF interventions and their impact on English oral reading fluency and reading comprehension outcomes. The systematic review revealed that interventions reported centered around repeated reading procedures (86.5%). Across the 16 studies, outcomes for oral reading fluency varied widely and most focused on speed and rate aspects rather than prosody. Effect sizes for rate and accuracy measures ranged from negligible to large (i.e., 0.01 to 1.18) and three studies found large effects for prosody outcomes. Effect sizes for reading comprehension ranged between non-significant and large significant effects. Findings support the use of repeated reading of text to build up ORF of students with reading difficulties. Interventions that were found to be most effective were those that were conducted one-on-one with a trained model of fluent word reading and accuracy. Findings also point to three gaps in our understanding: (1) the efficacy of interventions other than repeated reading, (2) effects of ORF interventions on prosody outcomes, and (3) sustainability of outcomes.

Practicing Keywords to Increase Reading Performance of Students With Intellectual Disability

2021 ◽  
Vol 126 (3) ◽  
pp. 230-248
Author(s):  
Mallory A. Stevens ◽  
Matthew K. Burns
Keyword(s):  
Reading Comprehension ◽  
Intellectual Disability ◽  
Word Recognition ◽  
Reading Fluency ◽  
Single Case ◽  
Single Case Design ◽  
Fourth Grade Students ◽  
Fluency And Comprehension ◽  
Text Reading ◽  
The Given

Abstract The purpose of the current study was to determine the extent to which practicing keywords increased word recognition, reading fluency and comprehension for students with intellectual disability (ID). The dependent measures included word recognition (i.e., the percentage of previously unknown keywords read correctly in the given text), reading fluency (i.e., words read correctly in 1 minute), and reading comprehension (i.e., number of questions answered correctly out of five). The participants were three fourth-grade students who were identified as having ID in early childhood with IQ scores of 45, 62, and 78. Words from reading passages were practiced with Incremental Rehearsal (IR) using a multielement, single-case design. Practicing keywords led to higher subsequent in-text recognition and generalization for a high percentage of the taught words. Additionally, there was clear experimental control for increases in reading fluency. There was not a strong effect on reading comprehension. Implications for research and practice are discussed.

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