Effect of Oral Reading Rate Improvement Program on Reading Rate, Comprehension, and Reading Level PDF Download
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Author: Julianne Mickie Demko Clise
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 122
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Book Description
Author: Julianne Mickie Demko Clise
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 122
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Book Description
Author: Timothy Rasinski
Publisher: MDPI
ISBN: 3039432680
Category : Social Science
Languages : en
Pages : 146
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Book Description
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Author: Timothy V. Rasinski
Publisher: Scholastic Inc.
ISBN: 9780439332088
Category : Education
Languages : en
Pages : 196
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Book Description
Introduces oral reading teaching methods for developing word recognition and comprehension in students.
Author: Henry Tenenbaum
Publisher:
ISBN: 9780530006208
Category : Education
Languages : en
Pages : 210
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Book Description
Abstract: Rigorous experimental analysis of the effect of oral reading rate on comprehension has only recently been performed. There is still controversy over which rate of oral reading maximizes comprehension and retention. Inflection and how it interacts with rate of oral reading have received very little attention. This study sought to determine how oral reading rate, when approximating functional conversational speech (150 to 200 words/minute) and inflection, impacts comprehension and maintenance of comprehension. A single subject design was developed to determine how oral reading at 150 to 200 words/minute with inflection compared with oral reading a 1; 40 to 60 words/minute (instructional rate), wit! inflection on measures of comprehension and maintenance of comprehension. High oral reading rates without inflection were also compared with low oral reading rates without inflection to determine their effects on comprehension and maintenance of comprehension. The dependent variables were a free recall task, answers to 10 comprehension questions and written responses to a Cloze procedure. These occurred immediately following reading criteria, and at three and 10 days after criteria was reached. Six subjects were used in this study; two subjects were of high school age and reading below grade level and four subjects were in the third grade reading on grade level. For this study an ABCD design was used with four subjects and a CDAB design was used for two subjects so that any effect that sequence may have had could be determined. Also, the high rate conditions were yoked to the low rate conditions to keep the number of trials equal. The results confirmed that the combination of high oral reading rate with inflection (when reading approximates conversational speech), increased both the accuracy and speed of comprehension and its maintenance more than any of the other combinations. The combination of high oral reading without inflection was found to increase comprehension and maintenance of comprehension when compared with low oral reading rate with and without inflection. Also, inflection training in both the high and low rate oral reading conditions improved comprehension. The results of Experiment 2 systematically replicated the results of Experiment 1 across reading levels, reading passages, settings, and subjects. Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "Effects of Oral Reading Rate and Inflection on Comprehension and Its Maintenance" by Henry A. Tenenbaum, was obtained from University of Florida and is being sold with permission from the author. A digital copy of this work may also be found in the university's institutional repository, IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.
Author: Sarah Letitia Moore
Publisher:
ISBN:
Category : Students with disabilities
Languages : en
Pages : 170
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Abstract: This study examined the effects of a fluency building activity on the levels of oral reading fluency in a group of six first and second grade students with multiple disabilities. It also examined the effects of student fluency on levels of comprehension. The reading fluency activity used a combination of word practice in isolation (word flashcards), model reading (teacher reads aloud as students follow along), guided practice (students read along with teacher), and partner reading (students take turns reading) to build fluency. Students participated in the fluency activity in groups of two and were grouped according to skill level. Fluency and comprehension levels were assessed both before and after the study using the letter-word identification and reading fluency portions of the Woodcock-Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001). The students were assessed for levels of oral reading fluency during baseline and intervention sessions through 1-minute timed readings. The numbers of correct words the students were able to read during each 1-minute time period were tracked throughout the study. Students were assessed for comprehension through passage retells. After each 1- minute timed reading students were asked to retell what they had read. The number of words connected with the passage during the child's retell were counted and documented. The dependent variables in this study were the number of correct words read in 1- minute and the number of words students used to retell the passage. Results show that the students' rates of oral reading fluency increased with the intervention. All six students demonstrated an increase in the number of words read during the 1-minute timed readings during the intervention. Students showed improvement on their W-J-III (Woodcock et al., 2001) reading fluency posttest scores following the conclusion of the study. Results also indicate that the students' rates of comprehension increased along with their levels of reading fluency. Five out of the six students demonstrated an improvement in levels of comprehension when their levels of oral reading fluency increased.
Author: Susan C. Blackburn
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 234
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Book Description
This dissertation was designed to examine the effects of the HELPS Program (Helping Early Literacy with Practice Strategies One-on-One Program) on the oral reading fluency and accuracy rates of third-, fourth-, and fifth-grade students as compared to students who received regular classroom instruction only. The study was conducted in a school district in northwestern North Carolina. The students in this study scored below benchmark on a Reading 3D End of Year Assessment and were nonproficient on the North Carolina end-of-grade reading test. As fluency is tied to reading comprehension, it is important that students have sufficient fluency and accuracy skills to read grade-level texts. -- The study used Reading 3D Beginning of Year, Middle of Year, and End of Year Assessments as well as comments from a teacher focus group and random student interviews. Mean fluency and accuracy rates were compared between the control group and intervention group, males and females, and third through fifth graders at each assessment period throughout the year. -- A repeated measures analysis of variance (ANOVA) and Tukey's post hoc along with simple effects were used in this study. The data from these analyses revealed little difference between the mean fluency and accuracy scores of the control groups verses the intervention groups.
Author: William Grabe
Publisher: Cambridge University Press
ISBN: 9780521729741
Category : Education
Languages : en
Pages : 486
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Book Description
Abstract:
Author: Lyn Alkan
Publisher:
ISBN:
Category : Middle school students
Languages : en
Pages : 90
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Book Description
Oral reading fluency is an important and essential component to any reading program. Speed and how quickly a reader identifies words automatically without attention greatly affects comprehension. Struggling readers, especially those with learning disabilities may not obtain oral reading fluency and thus have difficulty with retention of text and meaning. Research findings have shown that oral fluency in a reading program should be included. One such method for improving oral fluency and word recognition is the method of repeated reading. Using the repeated reading program, Read Naturally, I will show that there was an improvement in the oral fluency rate of the students in this study.
Author: Christina Smith
Publisher:
ISBN:
Category : Literacy
Languages : en
Pages : 251
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Author: Brenda Lee Ann Johnsrud
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 96
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Book Description
This study investigated whether or not the Read Naturally Program would have an impact on the rate of reading fluency and comprehension on three third grade boys who were reading two grade levels below their age. Results indicated success in improving the oral reading fluency of these students.
