Improving Reading Fluency in Braille Readers Using Repeated Readings

10.5241/7-113 ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Kathleen Stanfa ◽  
Nicole Johnson
Keyword(s):  
Reading Fluency ◽  
Repeated Readings

Increasing Reading Fluency in Elementary Students with Low Vision through Repeated Readings

1998 ◽  
Vol 92 (5) ◽  
pp. 276-292 ◽  
Author(s):  
C.A. Layton ◽  
A.J. Koenig
Keyword(s):  
Elementary Students ◽  
Reading Fluency ◽  
Low Vision ◽  
Error Rates ◽  
Repeated Readings ◽  
User Friendly

The purpose of this study was to explore a user-friendly method to increase the reading fluency of four elementary students with low vision. An analysis of the effects of repeated readings on the students’ reading rates, error rates, and comprehension found that the intervention was successful in improving all four students’ reading fluency and did not adversely affect their error rates or comprehension. The results from generalized readings indicated that the students’ improved reading rates were generalized to classroom reading.

Reading Fluency in Deaf and Hard-of-Hearing Readers

2020 ◽  
pp. 184-199
Author(s):  
Susan R. Easterbrooks ◽  
Paula J. Schwanenflugel
Keyword(s):  
Reading Fluency ◽  
Hard Of Hearing ◽  
Word Reading ◽  
First Language ◽  
Repeated Readings ◽  
Alphabetic Principle ◽  
Reading Vocabulary ◽  
National Reading Panel ◽  
Points Of View

Prior to 2000, the role of fluency was poorly understood in deaf and hard-of-hearing learners beyond the examination of the use of repeated readings as an intervention technique. In 2000, the National Reading Panel identified factors critical to the development of literacy: phonological awareness, alphabetic principle, vocabulary, reading comprehension, motivation, and fluency. Since that time, much has been written on all these topics, except motivation and fluency. This chapter examines the various points of view necessary to understand the complexities of fluency, including but not limited to speed of word reading, vocabulary, prosody, and supralexical unitization. Further, it examines how these components differ based on an individual child’s first language. A concluding section explores successful interventions and lays out a research agenda that will allow the field to move forward.

scholarly journals On the Acquisition of Reading Fluency

1980 ◽  
Vol 12 (3) ◽  
pp. 177-186 ◽  
Author(s):  
Peter A. Schreiber
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Repeated Readings ◽  
Crucial Step ◽  
Syntactic Cues ◽  
Similar Reading

The acquisition of reading fluency crucially involves the beginning reader's tacit recognition that s/he must learn to compensate for the absence of graphic signals corresponding to certain prosodie cues by making better use of the morphological and syntactic cues that are preserved. It is argued that the success of the method of repeated readings and similar reading instruction techniques results from the fact that these methods facilitate discovery of the appropriate syntactic phrasing in the written signal. It is suggested that the crucial step comes with the beginning reader's recognition that parsing strategies other than those which rely on prosody or its somewhat haphazard graphic analogues are required in order to read with sense.

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.

Repeated readings and Chinese immersion students’ reading fluency, comprehension and character recognition

2020 ◽  
Vol 8 (2) ◽  
pp. 230-256
Author(s):  
Ellen Knell ◽  
Shin Chi Fame Kao
Keyword(s):  
Reading Fluency ◽  
Character Recognition ◽  
The Other ◽  
Repeated Readings ◽  
Language Arts Instruction ◽  
Immersion Education ◽  
Reading Materials ◽  
Fluency Instruction ◽  
Chinese Immersion ◽  
Reading Chinese

Abstract Although reading fluency instruction has been identified as an important literacy focus for English proficient students, little research has examined its role in foreign language settings, and it has not been studied in Chinese immersion education. The current research compared two seventh grade Chinese immersion classes. One class did repeated timed readings in student pairs, while the other class spent more time on comprehension activities. Both groups increased their correct Chinese characters per minute rates over the treatment period, but the repeated readings group outperformed the other group on reading fluency, character recognition, and reading comprehension measures. In addition, the students who engaged in repeated readings were better able to generalize reading fluency gains to new, but related, reading materials; they also reported more confidence and enjoyment when reading Chinese. Suggestions for integrating peer reading fluency procedures into language arts instruction are proposed.

Examining the impact of feedback and repeated readings on oral reading fluency: Let’s not forget prosody.

2013 ◽  
Vol 28 (4) ◽  
pp. 391-404 ◽  
Author(s):  
Scott P. Ardoin ◽  
Laura S. Morena ◽  
Katherine S. Binder ◽  
Tori E. Foster
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Readings ◽  
The Impact

The Effects of Repeated Readings on the Reading Performances of Hispanic English Language Learners with Specific Learning Disabilities

2017 ◽  
Vol 20 (1) ◽  
pp. 1-13
Author(s):  
Katrina G. Landa ◽  
Patricia M. Barbetta
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
Specific Learning Disabilities ◽  
Repeated Readings ◽  
Reading Errors ◽  
Multiple Probe ◽  
Specific Learning

Abstract A multiple probe across participants design was used to explore the effects of repeated readings on the reading fluency, errors, and comprehension of 4, third-to-fifth grade English language learners (ELLs) with specific learning disabilities (SLD). Also, generalization measures to untaught passages and maintenance data were collected. In baseline, participants read a passage aloud once, while during repeated readings, they read a passage 3 times. In the repeated readings condition, participants read more words correctly per minute, made fewer reading errors, and answered more literal comprehension questions correctly. The gains observed generalized to untaught passages. A majority of scores on maintenance probes at 2, 4, and 6 weeks maintained near or above the levels scored for each dependent variable during the last intervention session.

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