scholarly journals Unique Screener of Reading Fluency and Comprehension for Adolescents and Adults

Psychology ◽  
2012 ◽  
Vol 03 (01) ◽  
pp. 45-48 ◽  
Author(s):  
Sherry Mee Bell ◽  
Kelli Caldwell Miller ◽  
Ralph Steve McCallum ◽  
Michael Hopkins
Keyword(s):  
Reading Fluency ◽  
Fluency And Comprehension ◽  
Adolescents And Adults

scholarly journals Smart Reading Aid for Detecting Problems With Reading Fluency and Comprehension

2016 ◽  
Author(s):  
Zoltán Rusák ◽  
Niels van de Water ◽  
Bram de Smit ◽  
Imre Horváth ◽  
Wilhelm Frederik Van Der Vegte
Keyword(s):  
Reading Fluency ◽  
Word Processing ◽  
Laboratory Experiments ◽  
Literature Study ◽  
Brain Signals ◽  
Normal Reading ◽  
Fluency And Comprehension ◽  
Functional Prototype ◽  
Tracking Technology ◽  
Processing Difficulty

Brain signal and eye tracking technology have been intensively applied in cognitive science in order to study reading, listening and learning processes. Though promising results have been found in laboratory experiments, there are no smart reading aids that are capable to estimate difficulty during normal reading. This paper presents a new concept that aims to tackle this challenge. Based on a literature study and an experiment, we have identified several indicators for characterizing word processing difficulty by interpreting electroencelography (EEG) and electrooculography (EOG) signals. We have defined a computational model based on fuzzy set theory, which estimates the probability of word processing and comprehension difficulty during normal reading. The paper also presents a concept and functional prototype of a smart reading aid, which is used to demonstrate the feasibility of our solution. The results of our research proves that it is possible to implement a smart reading aid that is capable to detect reading difficulty in real time. We show that the most reliable indicators are related to eye movement (i.e. fixation and regression), while brain signals are less dependable sources for indicating word processing difficulty during continuous reading.

The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students

2016 ◽  
Vol 32 (1) ◽  
pp. 104-111 ◽  
Author(s):  
David Dodick ◽  
Amaal J. Starling ◽  
Jennifer Wethe ◽  
Yi Pang ◽  
Leonard V. Messner ◽  
...  
Keyword(s):  
Eye Movements ◽  
Reading Fluency ◽  
Visual Processing ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Fluency And Comprehension ◽  
Physical Foundation ◽  
Study Participants ◽  
And Control

Efficient eye movements provide a physical foundation for proficient reading skills. We investigated the effect of in-school saccadic training on reading performance. In this cross-over design, study participants (n = 327, 165 males; mean age [SD]: 7 y 6 mo [1y 1 mo]) were randomized into treatment and control groups, who then underwent eighteen 20-minute training sessions over 5 weeks using King-Devick Reading Acceleration Program Software. Pre- and posttreatment reading assessments included fluency, comprehension, and rapid number naming performance. The treatment group had significantly greater improvement than the control group in fluency (6.2% vs 3.6%, P = .0277) and comprehension (7.5% vs 1.5%, P = .0002). The high-needs student group significantly improved in fluency ( P < .001) and comprehension ( P < .001). We hypothesize these improvements to be attributed to the repetitive practice of reading-related eye movements, shifting visuospatial attention, and visual processing. Consideration should be given to teaching the physical act of reading within the early education curriculum.

scholarly journals The Effects of Repeated Readings and Attentional Cues on Reading Fluency and Comprehension

1985 ◽  
Vol 17 (2) ◽  
pp. 129-142 ◽  
Author(s):  
Lawrence J. O'Shea ◽  
Paul T. Sindelar ◽  
Dorothy J. O'Shea
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Repeated Measures ◽  
Reading Rate ◽  
Third Graders ◽  
Repeated Readings ◽  
Attentional Shift ◽  
Fluency And Comprehension ◽  
Main Effects ◽  
Attentional Cues

The failure of some researchers to find improved reading comprehension with increased fluency may result from the assumption that readers automatically shift attention to comprehension when fluency is established. Research on cuing readers to a purpose in reading suggests that a simple cue about comprehension may be sufficient to prompt this attentional shift. In this study, the effects of repeated readings and attentional cues on measures of reading fluency and comprehension were examined. Thirty third graders read separate passages one, three, and seven times following cues to attend to either reading rate or meaning. After the final reading of each passage, the students retold as much of the story as they could. Fluency and proportion of story propositions retold were analyzed in repeated measures analyses of variance. Significant main effects for both repeated readings and attentional cues were obtained on both dependent measures. Thus, both fluency and comprehension increased as the number of repeated readings increased. In addition, readers cued to fluency read faster but comprehended less than those cued to comprehension. These results suggest that increasing fluency is a less efficient means of improving comprehension than presenting cues about comprehension.

scholarly journals Morphological awareness in L1 and L2 reading skills

2020 ◽  
Author(s):  
Vassiliki Tsela ◽  
Georgia Andreou ◽  
Maria Liakou ◽  
Julie Baseki
Keyword(s):  
Reading Fluency ◽  
Reading Skills ◽  
First Language ◽  
Critical Role ◽  
Morphological Awareness ◽  
L2 Reading ◽  
Reading Efficiency ◽  
Fluency And Comprehension ◽  
Student’S Performance ◽  
L1 And L2

The present study investigated the effect of morphological awareness on three measures of reading, namely decoding, fluency and comprehension, in Greek as a first language (L1) and in French as a foreign language (L2). Morphological awareness was assessed via two tasks, a verb inflection task and a word production task. The results of this study indicated that the student’s performance in the two morphological tasks was significantly associated with their performance in the reading tasks. Our results support our hypothesis that morphological awareness can be a significant predictor of the high or low performances in decoding, reading fluency and reading comprehension in both L1 and L2 and it plays a critical role in reading efficiency.

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