Reading Fluency in Deaf and Hard-of-Hearing Readers

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.

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

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.

Inkremental analisis tentang desain, strategi, metodologi dan motivasi menghafal Al-Qur'an bagi tahfiz pemula

As the largest Muslim country in the world, the tradition of memorizing the Qur'an is also strong in Indonesia. Noted since before independence, many scholars of the Qur'an are born this earth. In memorizing the Qur'an people have different methods and ways. However, whatever method is used will not be separated from repeated readings to be able to say it without seeing a mushaf at all. This study aims to describe the method of memorizing the Qur'an most effectively for junior high school children. From the results of the discussion can be summarized as follows: 1. In principle all methods are good to be used as a guide memorize Al-Quran, either one of them, or used everything in accordance with the needs and as an alternative to the way memorize the monotone, so degan so will eliminate saturation in the process of memorizing Al-Quran. 2. Element tahfiz strategy should be prioritized when preparing the curriculum for teaching and learning tahfiz. Tahfiz teachers and students must focus on these strategies and apply them in tahfiz teaching and learning. This is to ensure that students achieve superior quality performance in memorizing the Qur'an.

E-Books for Promoting Vocabulary Among Students With Intellectual Disability as Opposed to Children With Learning Disability: Can Repeated Reading Make a Difference?

Despite young children's increasing access to electronic books (e-books) and the evidence indicating their effectiveness for promoting language and literacy, no study has yet explored the e-book's effect in this area among students with intellectual disability (ID). Motivated by this challenge, the current study sought to investigate the effect of an educational e-book on vocabulary acquisition among students with ID. The effect on vocabulary of five repeated readings of an e-book among students with ID was measured and compared with that of children with learning disability (LD). The findings indicate that whereas two independent rereadings with the e-book were enough to promote vocabulary acquisition among the students with LD, at least five rereadings were required to make a difference in the group with ID. Explanations and implications of the findings are discussed.