Fluency-based skills of reading and their relations with reading comprehension in Turkish elementary school children

2013 ◽  
Vol 5 (2) ◽  
pp. 134-139 ◽  
Author(s):  
Kasim Yildirim
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
School Children ◽  
Elementary School Children

Oral Reading Fluency and Prediction of Reading Comprehension in African American and Caucasian Elementary School Children

2002 ◽  
Vol 31 (4) ◽  
pp. 540-553 ◽  
Author(s):  
John M. Hintze ◽  
James E. Callahan ◽  
William J. Matthews ◽  
Stacy A. S. Williams ◽  
Kevin G. Tobin
Keyword(s):  
Elementary School ◽  
African American ◽  
Reading Comprehension ◽  
School Children ◽  
Reading Fluency ◽  
Oral Reading ◽  
Elementary School Children ◽  
Oral Reading Fluency

scholarly journals Syntactic skills in sentence reading comprehension among Chinese elementary school children

2011 ◽  
Vol 25 (3) ◽  
pp. 679-699 ◽  
Author(s):  
Pakey Pui-man Chik ◽  
Connie Suk-han Ho ◽  
Pui-sze Yeung ◽  
David Wai-ock Chan ◽  
Kevin Kien-hoa Chung ◽  
...  
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
School Children ◽  
Elementary School Children ◽  
Sentence Reading ◽  
Syntactic Skills

A model of reading comprehension in Chinese elementary school children

2013 ◽  
Vol 25 ◽  
pp. 55-66 ◽  
Author(s):  
Pui-sze Yeung ◽  
Connie Suk-han Ho ◽  
David Wai-ock Chan ◽  
Kevin Kien-hoa Chung ◽  
Yau-kai Wong
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
School Children ◽  
Elementary School Children

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

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