Oral Retelling as a Measure of Reading Comprehension PDF Download
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Author: Connie B. Glissmeyer
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 242
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Book Description
Author: Connie B. Glissmeyer
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 242
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Book Description
Author: Jane Krauss
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 128
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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: Brandi Michelle Fontenot
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 126
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Book Description
Comprehension is an essential component of reading proficiency that produces long-term gains for learners. However, many upper elementary school-age children struggle with reading comprehension. The purpose of the current study was to evaluate the effects of a self-monitoring intervention on reading comprehension for three elementary school-age children with reading delays. Two studies were conducted. In Study 1, behavioral skills training was used to teach participants the elements of a story retell and how-to self-monitor their own story retells. In Study 2, a multiple baseline design across participants was used to evaluate the effects of self-monitoring on four dependent variables: a) oral retell accuracy, b) oral retell fluency, c) oral reading fluency, and d) responses to comprehension questions. Results of Study 1 suggest that behavioral skills training was used to effectively teach the elements of a story retell and self-monitoring to all three participants. Results of Study 2 suggest that self-monitoring increased oral retelling fluency, oral retelling accuracy, and reading comprehension. Few differences were observed for oral reading fluency. Results, limitations, and implications for reading instruction are discussed.
Author: José Otero
Publisher: Routledge
ISBN: 1135647178
Category : Language Arts & Disciplines
Languages : en
Pages : 472
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Book Description
This volume's goal is to provide readers with up-to-date information on the research and theory of scientific text comprehension. It is widely acknowledged that the comprehension of science and technological artifacts is very difficult for both children and adults. The material is conceptually complex, there is very little background knowledge for most individuals, and the materials are often poorly written. Therefore, it is no surprise that students are turned off from learning science and technology. Given these challenges, it is important to design scientific text in a fashion that fits the cognitive constraints of the learner. The enterprise of textbook design needs to be effectively integrated with research in discourse processing, educational technology, and cognitive science. This book takes a major step in promoting such an integration. This volume: *provides an important integration of research and theory with theoretical, methodological, and educational applications; *includes a number of chapters that cover how science text information affects mental representations and strategies; *introduces important suggestions about how text design and new technologies can be thought of as pedagogical features; and *establishes academic text taxonomies and a consensus of the criteria to organize inferences and other mental mechanisms.
Author: Lisa B. Thomas
Publisher:
ISBN: 9781267373588
Category :
Languages : en
Pages : 223
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Book Description
Reading comprehension is a critical aspect of the reading process. Children who experience significant problems in reading comprehension are at risk for long-term academic and social problems. High-quality measures are needed for early, efficient, and effective identification of children in need of remediation in reading comprehension. Substantial effort has been devoted to developing measures for identifying children at risk for reading difficulties; however, the optimal combination of measures has not been determined. One method that has been considered as having potential for assessing reading comprehension is retelling. The purpose of this study was to examine the technical adequacy and usability of an oral retelling procedure that employed a rubric scoring method to assess the reading comprehension of students in third grade. This study investigated the convergent and predictive validity of the Reading Retell Rubric (RRR) for identifying children at risk for reading comprehension difficulties on summative reading assessments. Reading data from curriculum-based measures of oral reading and comprehension of narrative and expository text and criterion-measures of reading comprehension and overall reading ability were gathered from 107 elementary school children attending third grade in a public elementary school. Results indicated that participants demonstrated greater comprehension for narrative text. This investigation reinforces the strength of ORF in predicting reading ability on summative assessments. More research is needed to determine the usability of the RRR. Findings suggest that the RRR may be a viable alternative to the Adapted Retell Fluency measure. In addition, it is speculated that the RRR may be useful as a diagnostic tool (instead of a universal screener) within a multiple-gated screening process.
Author: Douglas Fisher
Publisher: ASCD
ISBN: 1416619224
Category : Education
Languages : en
Pages : 170
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Book Description
A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. Later, the teacher is dismayed when many of the students fail a test on the material. Why aren’t students getting it? And, just as important, why didn’t the teacher recognize the problem? In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn. Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more. This new 2nd edition of Checking for Understanding has been updated to reflect the latest thinking in formative assessment and to show how the concepts apply in the context of Fisher and Frey’s work on gradual release of responsibility, guided instruction, formative assessment systems, data analysis, and quality instruction. Douglas Fisher and Nancy Frey are the creators of the Framework for Intentional and Targeted (FIT) Teaching™. They are also the authors of numerous ASCD books, including The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning and the best-selling Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention.
Author: Scott G. Paris
Publisher: Routledge
ISBN: 0805846557
Category : Education
Languages : en
Pages : 420
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Book Description
Originating in a CIERA conference at Michigan University, this book examines how readers understand text and how comprehension is assessed. It provides contexts for the study of reading comprehension, examines how vocabulary, motivation, and expertise influence comprehension, and analyses the developmental course and correlates of comprehension.
Author: Kelly A. McGraw
Publisher:
ISBN: 9780542766848
Category : Educational tests and measurements
Languages : en
Pages : 216
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Book Description
Author: Anna Ramos
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 116
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Book Description
This study explores a teaching strategy that effectively scaffolds literature and reading instruction. Oral retellings involve students in listening to quality literature, discussing story structure, and retelling the story in their own words. Research has found that oral retellings improve reading comprehension in both proficient and nonproficient readers. This study inquires whether oral retellings are an effective strategy for improving the reading comprehension of second language learners. Participants were coached and guided through the oral retelling process for a time period of four weeks. All students were at the intermediate or early advanced stage of English language acquisition. The results of the study show that participants in the oral retelling group significantly improved their reading comprehension. Students participating in oral retellings also benefited by gaining confidence while speaking in public, increasing their English vocabulary, and becoming personally involved in literature. Key Words: Literature, Literacy Scaffold, Oral Language Development, Reading Comprehension, Retelling, Second Language Learners, Story Structure.
