scholarly journals Knowledge of Greek and Latin Roots is Related to Reading Comprehension among French-Speaking Sixth Graders

2021 ◽  
Vol 24 (3) ◽  
pp. 61-78
Author(s):  
Kathleen Whissell-Turner ◽  
Anila Fejzo
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Word Reading ◽  
Sixth Graders ◽  
Expository Texts ◽  
School Students ◽  
Domain Specific ◽  
French Speaking ◽  
6Th Graders ◽  
Do So

By the end of primary school, students are confronted with expository texts known for their high proportion of domain-specific academic vocabulary words. These words usually comprise Greek or Latin roots in their internal structure. Recent findings showed that knowledge of Greek and Latin roots is related to reading comprehension. However, no study has investigated such a relationship in a francophone context. Therefore, the present study sought to measure Greek and Latin roots’ relation to reading comprehension among French 6th graders. To do so, 40 participants were administrated an experimental task on Greek and Latin roots knowledge and a reading comprehension standardized subset test. Variables related to reading comprehension, such as morphological awareness, vocabulary breadth, word reading fluency, oral comprehension, and working memory were also measured. Results showed that knowledge of Greek and Latin roots significantly predicted variation of reading comprehension. This paper discusses scientific and educational implications of this finding.

Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency

2012 ◽  
Vol 34 (4) ◽  
pp. 697-725 ◽  
Author(s):  
MICHAEL J. KIEFFER ◽  
GINA BIANCAROSA ◽  
JEANNETTE MANCILLA-MARTINEZ
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Word Reading ◽  
Morphological Awareness ◽  
Language Minority ◽  
Unique Contribution ◽  
Spanish Speaking ◽  
Reading Vocabulary ◽  
Language Minority Learners ◽  
Vocabulary Word

ABSTRACTThis study investigated the direct and indirect roles of morphological awareness reading comprehension for Spanish-speaking language minority learners reading in English. Multivariate path analysis was used to investigate the unique contribution of derivational morphological awareness to reading comprehension as well as its indirect contributions via three hypothesized mediators for students in sixth, seventh, and eighth grade (N = 101). Results indicated a significant unique contribution of morphological awareness, controlling for phonemic decoding, listening comprehension, reading vocabulary, word reading fluency, and passage reading fluency. Results further indicated significant indirect contributions of morphological awareness via reading vocabulary and passage fluency, but not via word reading fluency. Findings suggest that morphological awareness may play multiple important roles in second-language reading comprehension.

Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems

1999 ◽  
Vol 20 (5) ◽  
pp. 309-318 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Sarah Kazdan
Keyword(s):  
High School ◽  
Special Education ◽  
Reading Comprehension ◽  
High School Students ◽  
Learning Strategies ◽  
Reading Fluency ◽  
Outcome Measurement ◽  
Peer Assisted Learning ◽  
School Students ◽  
Peer Assisted Learning Strategies

This study examined the effects of peer-assisted learning strategies (PALS) on students' literacy development and beliefs about reading, when PALS is implemented with secondary-level students in remedial and special education classes. Teachers were assigned to PALS ( n = 9 classes) and contrast ( n = 9 classes) treatments. Teachers implemented PALS with their entire classes five times every 2 weeks, for 16 weeks. To designate research participants for outcome measurement, teachers identified all students whose reading instructional levels were Grades 2 through 6. Reading comprehension and fluency were measured before and after treatment; beliefs were indexed after treatment. Analyses of variance indicated that, compared to contrast counterparts, PALS students grew more on reading comprehension and reported more positive beliefs about working hard to improve reading. However, PALS and contrast students grew comparably on reading fluency and reported similar beliefs about being and wanting to become better readers. Implications are discussed for developing effective forms of peer-mediated instruction for use in high school remedial and special education classes.

scholarly journals Learning to Read: the Case of Moroccan Students who Learn Spanish

2013 ◽  
Vol 16 ◽  
Author(s):  
Antonio Aguilera-Jiménez ◽  
Carmen Delgado ◽  
Alfonso Luque ◽  
Francisco J. Moreno-Pérez ◽  
Isabel. R. Rodríguez-Ortiz ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Ability ◽  
Word Reading ◽  
Immigrant Students ◽  
Learning To Read ◽  
Reading Processes ◽  
Spanish Speaking ◽  
Oral Vocabulary ◽  
L1 And L2

AbstractThe aims of this study are to assess L1 and L2 variables that influence the reading acquisition of students of Moroccan origin in the South of Spain and compare their reading ability with native Spanish-speaking children. Participants were 38 students of Moroccan origin and 37 native Spanish-speaking students from the same classes. We used an oral vocabulary test and a reading comprehension test, which taps lexical, semantic, and syntactic reading processes, and reading fluency. The results indicated that immigrant students differed from native Spanish-speaking students in word reading, reading fluency, and the use of punctuation marks, but there were no significant differences in reading comprehension. In native Spanish-speaking students, reading comprehension correlated significantly with oral vocabulary and the other reading processes, but in the students of Moroccan origin, only receptive oral vocabulary in L2 correlated with the use of punctuation marks. Being in schools with educational resources specifically aimed at helping the Moroccan pupils was associated with a higher level of word reading in immigrant students.

A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers

2005 ◽  
Vol 8 (2) ◽  
pp. 131-155 ◽  
Author(s):  
Pauline B. Low ◽  
Linda S. Siegel
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Cognitive Processes ◽  
Reading Fluency ◽  
Phonological Processing ◽  
Word Reading ◽  
Verbal Working Memory ◽  
Sixth Grade ◽  
Relative Role ◽  
Syntactic Awareness

The present study examined the relative role played by three cognitive processes — phonological processing, verbal working memory, syntactic awareness — in understanding the reading comprehension performance among 884 native English (L1) speakers and 284 English-as-a-Second-Language (ESL) speakers in sixth-grade (mean age: 11.43 years). The performance of both groups of speakers were comparable on measures of word reading, word reading fluency, phonological awareness, phonological decoding fluency and verbal working memory. However, the ESL speakers lagged behind L1 speakers in terms of syntactic awareness. This study also emphasizes the importance of the three cognitive processes in establishing a common model of reading comprehension across English L1 and ESL reading.

scholarly journals Cognitive Skills Involved in Reading Comprehension of Adolescents with Low Educational Opportunities

Languages ◽  
2020 ◽  
Vol 5 (3) ◽  
pp. 34
Author(s):  
Valeria Abusamra ◽  
Micaela Difalcis ◽  
Gisela Martínez ◽  
Daniel Low ◽  
Jesica Formoso
Keyword(s):  
Reading Comprehension ◽  
Cognitive Processes ◽  
Cognitive Skills ◽  
Text Comprehension ◽  
Word Reading ◽  
Educational Opportunities ◽  
School Students ◽  
Effective Interventions ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

Reading comprehension is a fundamental resource for educational and social development. It is a skill that brings into play a diverse and complex set of processes and cognitive functions based on building a mental representation of a given text. We set out to study how different domain-general and linguistic abilities explain text comprehension in a population of secondary school students with low educational opportunities. The sample consisted of 45 adolescents between the ages of 13 and 15 from two secondary schools in the Province of Buenos Aires, Argentina. Each participant was evaluated both in-group and individually for three sessions during school hours. A text comprehension screening test and a battery of tasks that measure different underlying cognitive processes were administered. Using multiple linear regression, we found that vocabulary, non-word reading, and verbal inhibition are the skills that best explain reading comprehension skills. Understanding how much different domain-general and linguistic subprocesses are associated with text comprehension is key to designing effective interventions that are also grounded in theory.

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.

An Exploration of the Heterogeneous Nature of Reading Comprehension Development in First Grade: The Impact of Word and Meaning Skills

2021 ◽  
pp. 002221942110362
Author(s):  
Emily J. Solari ◽  
Ryan P. Grimm ◽  
Alyssa R. Henry
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Word Reading ◽  
First Grade ◽  
Discrete Groups ◽  
Latent Classes ◽  
Linguistic Comprehension ◽  
Comprehension Development ◽  
The Impact ◽  
Reading Decoding

This exploratory study builds upon extant reading development studies by identifying discrete groups based on reading comprehension trajectories across first grade. The main goal of this study was to enhance the field’s understanding of early reading comprehension development and its underlying subcomponent skills, with the intent of better understanding the development of comprehension in students who display risk for reading difficulties and disabilities. A sample of first-grade readers ( N = 314) were assessed at three timepoints across the first-grade year. These data were utilized to derive empirical latent classes based on reading comprehension performance across the first-grade year. Reading subcomponent skill assessments (phonological awareness, word reading, decoding, linguistic comprehension, and reading fluency), measured in the fall of first grade, were compared across latent classes to examine how they related to growth across the first-grade year. Results suggest that there were four distinct latent classes with differential reading comprehension development, each of which could also be distinguished by the subskill assessments. These findings are presented within the context of the broader reading research base and implications for practice are discussed.

Skill Moderators of the Effects of a Reading Comprehension Intervention

2018 ◽  
Vol 85 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Nathan H. Clemens ◽  
Eric Oslund ◽  
Oi-man Kwok ◽  
Melissa Fogarty ◽  
Deborah Simmons ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Word Reading ◽  
Word Identification ◽  
Controlled Trial ◽  
Vocabulary Knowledge ◽  
Moderation Effect ◽  
Experimental Intervention

This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental intervention included components that targeted word reading, reading fluency, and vocabulary, we hypothesized that students with lower pretest performance in those skill domains would benefit more from the intervention compared to students with relatively stronger pretest performance or students who received school-implemented (business-as-usual) intervention. Results indicated that pretest word identification efficiency and vocabulary did not moderate the effects of the intervention; however, moderation effects were observed for pretest oral reading fluency such that reading comprehension gains of students with lower pretest fluency were greater in the experimental intervention compared to students with higher pretest fluency or in the comparison condition. Reasons for the moderation effect are discussed. Findings underscore the use of moderation analyses when evaluating multicomponent interventions.

scholarly journals Informative intervention programs to reading comprehension: Development and implementation

2017 ◽  
Vol 34 (3) ◽  
pp. 411-422
Author(s):  
Vera Lúcia Orlandi CUNHA ◽  
Simone Aparecida CAPELLINI
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Intervention Programs ◽  
Superior Performance ◽  
Expository Texts ◽  
Narrative Texts ◽  
School Students ◽  
Significant Difference ◽  
Before And After ◽  
Comprehension Development

Abstract The objective of this study was to develop two intervention programs to promote reading comprehension, one for narrative texts and one for expository texts, to be used by 3rd-5th grade elementary school teachers in the classroom. The applicability of the programs was verified. A total of 143 elementary school students in 3rd, 4th, and 5th grades participated in this study. The students were evaluated before and after the administration of the intervention programs. There were significant differences in the answers of inferential questions about the macrostructure of the narrative texts in the three groups of students evaluated. A significant difference was also observed in the expository texts for the group of 5th graders, indicating superior performance of the students submitted to the programs. The strategies of the informative programs were more effective in improving students’ reading performance on the narrative texts than on the expository texts. Therefore, the strategies used should be reviewed in future studies.

scholarly journals Neural correlates of oral word reading, silent reading comprehension, and cognitive subcomponents

2017 ◽  
Vol 42 (3) ◽  
pp. 342-356 ◽  
Author(s):  
Zhichao Xia ◽  
Linjun Zhang ◽  
Fumiko Hoeft ◽  
Bin Gu ◽  
Gaolang Gong ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Sentence Comprehension ◽  
Word Reading ◽  
Superior Temporal Gyrus ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Sentence Reading ◽  
Calcarine Fissure ◽  
Age Range

The ability to read is essential for cognitive development. To deepen our understanding of reading acquisition, we explored the neuroanatomical correlates (cortical thickness; CT) of word-reading fluency and sentence comprehension efficiency in Chinese with a group of typically developing children ( N = 21; 12 females and 9 males; age range 10.7–12.3 years). Then, we investigated the relationship between the CT of reading-defined regions and the cognitive subcomponents of reading to determine whether our study lends support to the multi-component model. The results demonstrated that children’s performance on oral word reading was positively correlated with CT in the left superior temporal gyrus (LSTG), left inferior temporal gyrus (LITG), left supramarginal gyrus (LSMG) and right superior temporal gyrus (RSTG). Moreover, CT in the LSTG, LSMG and LITG uniquely predicted children’s phonetic representation, phonological awareness, and orthography–phonology mapping skills, respectively. By contrast, children’s performance on sentence-reading comprehension was positively correlated with CT in the left parahippocampus (LPHP) and right calcarine fissure (RV1). As for the subcomponents of reading, CT in the LPHP was exclusively correlated with morphological awareness, whereas CT in the RV1 was correlated with orthography–semantic mapping. Taken together, these findings indicate that the reading network of typically developing children consists of multiple sub-divisions, thus providing neuroanatomical evidence in support of the multi-componential view of reading.

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