The Contributions of Oral and Silent Reading Fluency to Reading Comprehension

ERIC Educational Resources Information Center

Price, Katherine W.; Meisinger, Elizabeth B.; Louwerse, Max M.; D'Mello, Sidney

2016-01-01

Silent reading fluency has received limited attention in the school-based literatures across the past decade. We fill this gap by examining both oral and silent reading fluency and their relation to overall abilities in reading comprehension in fourth-grade students. Lower-level reading skills (word reading, rapid automatic naming) and vocabulary…

Exploring the Co-development of Reading Fluency and Reading Comprehension: A Twin Study

PubMed Central

Little, Callie W.; Hart, Sara A.; Quinn, Jamie M.; Tucker-Drob, Elliot M.; Taylor, Jeanette; Schatschneider, Chris

2016-01-01

The present study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across grades 1–4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross-lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change. PMID:27859016

The Role of Word Recognition, Oral Reading Fluency and Listening Comprehension in the Simple View of Reading: A Study in an Intermediate Depth Orthography

ERIC Educational Resources Information Center

Cadime, Irene; Rodrigues, Bruna; Santos, Sandra; Viana, Fernanda Leopoldina; Chaves-Sousa, Séli; do Céu Cosme, Maria; Ribeiro, Iolanda

2017-01-01

Empirical research has provided evidence for the simple view of reading across a variety of orthographies, but the role of oral reading fluency in the model is unclear. Moreover, the relative weight of listening comprehension, oral reading fluency and word recognition in reading comprehension seems to vary across orthographies and schooling years.…

Reading Development in European Portuguese: Relationships between Oral Reading Fluency, Vocabulary and Reading Comprehension

ERIC Educational Resources Information Center

Fernandes, Sandra; Querido, Luís; Verhaeghe, Arlette; Marques, Catarina; Araújo, Luísa

2017-01-01

This study investigated direct and indirect effects between oral reading fluency, vocabulary and reading comprehension across reading development in European Portuguese. Participants were 329 children attending basic education, from grade 1 to grade 6. The results of path analyses showed that text reading fluency is much more dependent on the…

Comparing the Impact of Rates of Text-to-Speech Software on Reading Fluency and Comprehension for Adults with Reading Difficulties

ERIC Educational Resources Information Center

Coleman, Mari Beth; Killdare, Laura K.; Bell, Sherry Mee; Carter, Amanda M.

2014-01-01

The purpose of this study was to determine the impact of text-to-speech software on reading fluency and comprehension for four postsecondary students with below average reading fluency and comprehension including three students diagnosed with learning disabilities and concomitant conditions (e.g., attention deficit hyperactivity disorder, seizure…

The Relation of Decoding and Fluency Skills to Skilled Reading. Research Review Series 1979-80. Volume 5.

ERIC Educational Resources Information Center

Taylor, Maravene Beth

The author reviews literature on fluency of decoding, sentence awareness or comprehension, and comprehension of larger than sentence texts, in relation to reading comprehension problems in learning disabled children. Initial sections look at the relation of decoding and fluency skills to skilled reading and differences between good and poor…

Story Retell: A Fluency-Based Indicator of Reading Comprehension

ERIC Educational Resources Information Center

Roberts, Greg; Good, Roland; Corcoran, Stephanie

2005-01-01

This article presents a fluency-based measure of reading comprehension. A part of the Vitals Indicators of Progress (VIP) system, the measure outlined here represents an alternate form to the retell-fluency measure in the Dynamic Indicators of Basic Early Literacy System (DIBELS). Measures of retell fluency provide an efficient, fluency-based tool…

The Genetic Architecture of Oral Language, Reading Fluency, and Reading Comprehension: A Twin Study From 7 to 16 Years

PubMed Central

2017-01-01

This study examines the genetic and environmental etiology underlying the development of oral language and reading skills, and the relationship between them, over a long period of developmental time spanning middle childhood and adolescence. It focuses particularly on the differential relationship between language and two different aspects of reading: reading fluency and reading comprehension. Structural equation models were applied to language and reading data at 7, 12, and 16 years from the large-scale TEDS twin study. A series of multivariate twin models show a clear patterning of oral language with reading comprehension, as distinct from reading fluency: significant but moderate genetic overlap between oral language and reading fluency (genetic correlation rg = .46–.58 at 7, 12, and 16) contrasts with very substantial genetic overlap between oral language and reading comprehension (rg = .81–.87, at 12 and 16). This pattern is even clearer in a latent factors model, fit to the data aggregated across ages, in which a single factor representing oral language and reading comprehension is correlated with—but distinct from—a second factor representing reading fluency. A distinction between oral language and reading fluency is also apparent in different developmental trajectories: While the heritability of oral language increases over the period from 7 to 12 to 16 years (from h2 = .27 to .47 to .55), the heritability of reading fluency is high and largely stable over the same period of time (h2 = .73 to .71 to .64). PMID:28541066

The genetic architecture of oral language, reading fluency, and reading comprehension: A twin study from 7 to 16 years.

PubMed

Tosto, Maria G; Hayiou-Thomas, Marianna E; Harlaar, Nicole; Prom-Wormley, Elizabeth; Dale, Philip S; Plomin, Robert

2017-06-01

This study examines the genetic and environmental etiology underlying the development of oral language and reading skills, and the relationship between them, over a long period of developmental time spanning middle childhood and adolescence. It focuses particularly on the differential relationship between language and two different aspects of reading: reading fluency and reading comprehension. Structural equation models were applied to language and reading data at 7, 12, and 16 years from the large-scale TEDS twin study. A series of multivariate twin models show a clear patterning of oral language with reading comprehension, as distinct from reading fluency: significant but moderate genetic overlap between oral language and reading fluency (genetic correlation r g = .46-.58 at 7, 12, and 16) contrasts with very substantial genetic overlap between oral language and reading comprehension (r g = .81-.87, at 12 and 16). This pattern is even clearer in a latent factors model, fit to the data aggregated across ages, in which a single factor representing oral language and reading comprehension is correlated with-but distinct from-a second factor representing reading fluency. A distinction between oral language and reading fluency is also apparent in different developmental trajectories: While the heritability of oral language increases over the period from 7 to 12 to 16 years (from h² = .27 to .47 to .55), the heritability of reading fluency is high and largely stable over the same period of time (h² = .73 to .71 to .64). (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Effect of Repeated Reading with Pairs of Students in a Large-Group Setting on Fluency and Comprehension for Students at Risk for Reading Failure

ERIC Educational Resources Information Center

Frame, John N.

2011-01-01

Problem: Some students are failing to develop acceptable reading skills; however, instructional time allocated to reading fluency can increase reading comprehension. The purpose of this study was to compare students who received repeated reading with pairs of students in a large-group setting with those who did not in terms of reading fluency,…

The Effects of Word Walls and Word Wall Activities on the Reading Fluency of First Grade Students

ERIC Educational Resources Information Center

Jasmine, Joanne; Schiesl, Pamela

2009-01-01

Reading fluency is the ability to read orally with speed and efficiency, including word recognition, decoding, and comprehension (Chard & Pikulski, 2005). Able readers achieve fluency as they recognize words with speed and build upon them to aid in comprehension (Pumfrey & Elliott, 1990). One way to help students achieve fluency is through the use…

The Effects of a Supplementary Computerized Fluency Intervention on the Generalization of the Oral Reading Fluency and Comprehension of First-Grade Students

ERIC Educational Resources Information Center

Gibson, Lenwood, Jr.; Cartledge, Gwendolyn; Keyes, Starr E.; Yawn, Christopher D.

2014-01-01

The current study investigated the effects of a repeated reading intervention on the oral reading fluency (ORF) and comprehension on generalization passages for eight, first-grade students with reading risk. The intervention involved a commercial computerized program (Read Naturally Software Edition [RNSE], 2009) and a generalization principle…

Examining the Impact of Quickreads' Technology and Print Formats on Fluency, Comprehension, and Vocabulary Development for Elementary Students

ERIC Educational Resources Information Center

Trainin, Guy; Hayden, H. Emily; Wilson, Kathleen; Erickson, Joan

2016-01-01

National reports reveal one third of American fourth graders read below basic level on measures of comprehension. One critical component of comprehension is fluency: rapid, accurate, expressive reading with automaticity and prosody. Many fluency studies and classroom interventions focus only on reading rate, but this alone is not sufficient. This…

Speed Reading Courses and Their Effect on Reading Authentic Texts: A Preliminary Investigation

ERIC Educational Resources Information Center

Macalister, John

2010-01-01

Fluent reading is essential for successful comprehension. One dimension of reading fluency is reading rate, or reading speed. Because of the importance of reading fluency, fluency development activities should be incorporated into classroom practice. One activity that meets the fluency development conditions proposed by Nation (2007) is speed…

Reaction Time Variability Associated with Reading Skills in Poor Readers with ADHD

PubMed Central

Tamm, Leanne; Epstein, Jeffery N.; Denton, Carolyn A.; Vaughn, Aaron J.; Peugh, James; Willcutt, Erik G.

2014-01-01

Objective Linkages between neuropsychological functioning (i.e., response inhibition, processing speed, reaction time variability) and word reading have been documented among children with Attention-Deficit/Hyperactivity Disorder (ADHD) and children with Reading Disorders. However, associations between neuropsychological functioning and other aspects of reading (i.e., fluency, comprehension) have not been well-documented among children with comorbid ADHD and Reading Disorder. Method Children with ADHD and poor word reading (i.e., ≤25th percentile) completed a stop signal task (SST) and tests of word reading, reading fluency, and reading comprehension. Multivariate multiple regression was conducted predicting the reading skills from SST variables [i.e., mean reaction time (MRT), reaction time standard deviation (SDRT), and stop signal reaction time (SSRT)]. Results SDRT predicted word reading, reading fluency, and reading comprehension. MRT and SSRT were not associated with any reading skill. After including word reading in models predicting reading fluency and reading comprehension, the effects of SDRT were minimized. Discussion Reaction time variability (i.e., SDRT) reflects impairments in information processing and failure to maintain executive control. The pattern of results from this study suggest SDRT exerts its effects on reading fluency and reading comprehension through its effect on word reading (i.e., decoding) and that this relation may be related to observed deficits in higher-level elements of reading. PMID:24528537

Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties

ERIC Educational Resources Information Center

Koriakin, Taylor A.; Kaufman, Alan S.

2017-01-01

Although word reading has traditionally been viewed as a foundational skill for development of reading fluency and comprehension, some children demonstrate "specific" reading comprehension problems, in the context of intact word reading. The purpose of this study was to identify specific patterns of errors associated with reading…

Accuracy of the DIBELS Oral Reading Fluency Measure for Predicting Third Grade Reading Comprehension Outcomes

ERIC Educational Resources Information Center

Roehrig, Alysia D.; Petscher, Yaacov; Nettles, Stephen M.; Hudson, Roxanne F.; Torgesen, Joseph K.

2008-01-01

We evaluated the validity of DIBELS ("Dynamic Indicators of Basic Early Literacy Skills") ORF ("Oral Reading Fluency") for predicting performance on the "Florida Comprehensive Assessment Test" (FCAT-SSS) and "Stanford Achievement Test" (SAT-10) reading comprehension measures. The usefulness of previously…

Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of Its Mediating Role for Children from Grades 1 to 4

ERIC Educational Resources Information Center

Kim, Young-Suk Grace; Wagner, Richard K.

2015-01-01

In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4 and employing structural equation models. Results showed that the role of text…

The Relationship of Error Rate and Comprehension in Second and Third Grade Oral Reading Fluency

ERIC Educational Resources Information Center

Abbott, Mary; Wills, Howard; Miller, Angela; Kaufman, Journ

2012-01-01

This study explored the relationships of oral reading speed and error rate on comprehension with second and third grade students with identified reading risk. The study included 920 second and 974 third graders. Results found a significant relationship between error rate, oral reading fluency, and reading comprehension performance, and…

A Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills

PubMed Central

Tighe, Elizabeth; Schatschneider, Christopher

2015-01-01

The purpose of the present study was to investigate and rank order by importance the contributions of various cognitive predictors to reading comprehension in third, seventh, and tenth graders. An exploratory factor analysis revealed that for third grade, the best fit was a four-factor solution including Fluency, Verbal Reasoning, Nonverbal Reasoning, and Working Memory factors. For seventh and tenth grade, three-factor solutions with Fluency, Reasoning, and Working Memory factors were the best fit. The three and four-factor models were used in separate dominance analyses for each grade to rank order the factors by predictive importance to reading comprehension. Results indicated that Fluency and Verbal Reasoning were the most important predictors of third grade reading comprehension. For seventh grade, Fluency and Reasoning were the most important predictors. By tenth grade, Reasoning was the most important predictor of reading comprehension. Working Memory was the least predictive of reading comprehension across all grade levels. These results suggest that inferential reasoning skills become an important contributor to reading comprehension at increasing grade levels. PMID:26346315

Effects of fluency, oral language, and executive function on reading comprehension performance

PubMed Central

Materek, April; Cole, Carolyn A. S.; Levine, Terry M.; Mahone, E. Mark

2009-01-01

Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function. Implications for understanding the neuropsychological bases for reading comprehension are discussed. PMID:19396550

The Relations among L1 (Spanish) Literacy Skills, L2 (English) Language, L2 Text Reading Fluency, and L2 Reading Comprehension for Spanish-Speaking ELL First Grade Students

ERIC Educational Resources Information Center

Kim, Young-Suk

2012-01-01

We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as…

The Relations among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students with Reading Difficulties

ERIC Educational Resources Information Center

Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.; Wexler, Jade; Vaughn, Sharon; Cirino, Paul T.; Romain, Melissa; Francis, David J.

2011-01-01

The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between…

Imitated Prosodic Fluency Predicts Reading Comprehension Ability in Good and Poor High School Readers

PubMed Central

Breen, Mara; Kaswer, Lianne; Van Dyke, Julie A.; Krivokapić, Jelena; Landi, Nicole

2016-01-01

Researchers have established a relationship between beginning readers' silent comprehension ability and their prosodic fluency, such that readers who read aloud with appropriate prosody tend to have higher scores on silent reading comprehension assessments. The current study was designed to investigate this relationship in two groups of high school readers: Specifically Poor Comprehenders (SPCs), who have adequate word level and phonological skills but poor reading comprehension ability, and a group of age- and decoding skill-matched controls. We compared the prosodic fluency of the two groups by determining how effectively they produced prosodic cues to syntactic and semantic structure in imitations of a model speaker's production of syntactically and semantically varied sentences. Analyses of pitch and duration patterns revealed that speakers in both groups produced the expected prosodic patterns; however, controls provided stronger durational cues to syntactic structure. These results demonstrate that the relationship between prosodic fluency and reading comprehension continues past the stage of early reading instruction. Moreover, they suggest that prosodically fluent speakers may also generate more fluent implicit prosodic representations during silent reading, leading to more effective comprehension. PMID:27486409

The Relationship between Good Readers' Attention, Reading Fluency and Reading Comprehension

ERIC Educational Resources Information Center

Yildiz, Mustafa; Çetinkaya, Ezgi

2017-01-01

This study aimed to examine the relationship between fourth-graders' reading fluency, reading comprehension and attention. It was conducted using the relational screening model and included 132 fourth-graders with grade level adequate reading skills. The study results showed that good readers' attention had significant effects on reading speed,…

Examining the genetic and environmental associations among spelling, reading fluency, reading comprehension and a high stakes reading test in a combined sample of third and fourth grade students

PubMed Central

Little, Callie W.

2015-01-01

The present study is an examination of the genetic and environmental effects on the associations among reading fluency, spelling and earlier reading comprehension on a later reading comprehension outcome (FCAT) in a combined sample of 3rd and 4th grade students using data from the 2011-2012 school year of the Florida Twin project on Reading (Taylor et al., 2013). A genetically sensitive model was applied to the data with results indicating a common genetic component among all four measures, along with shared and non-shared environmental influences common between reading fluency, spelling and FCAT. PMID:26770052

A Spectrographically Grounded Scale for Evaluating Reading Expressiveness

ERIC Educational Resources Information Center

Benjamin, Rebekah George; Schwanenflugel, Paula J.; Meisinger, Elizabeth B.; Groff, Carolyn; Kuhn, Melanie R.; Steiner, Lilly

2013-01-01

This study evaluated the validity of a new scale for assessing children's reading fluency skill called the Comprehensive Oral Reading Fluency Scale (CORFS). The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading fluency: reading expression, reading rate, and accuracy.…

The Relationship Between a Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting

PubMed Central

Rasinski, Timothy; Samuels, S. Jay; Hiebert, Elfrieda; Petscher, Yaacov; Feller, Karen

2015-01-01

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective study we examine the effects of a computer-based silent reading fluency instructional system called Reading Plus (Taylor Associates, Winooski, Vermont, USA) on the reading comprehension and overall reading achievement of a large corpus of students in an urban school setting. Findings indicate that the program resulted in positive, substantial, and significant improvements in reading comprehension and overall reading achievement on a criterion referenced reading test for Grades 5, 6, 7, 8, and 9 and on a norm-referenced test of reading achievement for Grades 4, 5, 6, 7, 8 and 10. Moreover, mean gains made by students in the Reading Plus intervention were greater than mean gains for all students at the state and district level. The findings were generally positive for all subpopulations studied, including special education and regular education students. Qualitative reports from teachers who participated in the study were also supportive of the program. Implications for the study are explored for particular subgroups of students and for the role of fluency instruction with struggling adolescent readers. PMID:26347186

Using Small-Group Instruction to Improve Students' Reading Fluency: An Evaluation of the Existing Research

ERIC Educational Resources Information Center

Begeny, John C.; Levy, Rebecca A.; Field, Stacey A.

2018-01-01

Reading fluency is necessary for reading comprehension, but approximately 40% of U.S. fourth-grade students have inadequate reading fluency skills. Because small-group (SG) instruction is often used as a first line of intervention for struggling readers, SG instruction targeting deficiencies in text reading fluency ought to be part of every…

Verbal and visuospatial working memory as predictors of children's reading ability.

PubMed

Pham, Andy V; Hasson, Ramzi M

2014-08-01

Children with reading difficulties often demonstrate weaknesses in working memory (WM). This research study explored the relation between two WM systems (verbal and visuospatial WM) and reading ability in a sample of school-aged children with a wide range of reading skills. Children (N = 157), ages 9-12, were administered measures of short-term memory, verbal WM, visuospatial WM, and reading measures (e.g., reading fluency and comprehension). Although results indicated that verbal WM was a stronger predictor in reading fluency and comprehension, visuospatial WM also significantly predicted reading skills, but provided more unique variance in reading comprehension than reading fluency. These findings suggest that visuospatial WM may play a significant role in higher level reading processes, particularly in reading comprehension, than previously thought. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2

PubMed Central

Foorman, Barbara R.; Herrera, Sarah; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea

2016-01-01

This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological awareness, syntax, vocabulary, listening comprehension, and decoding fluency measures in mid-year. Outcome measures included a listening comprehension measure in Kindergarten and a reading comprehension test in Grades1 and 2. In Kindergarten, oral language (consisting of listening comprehension, syntax, and vocabulary) shared variance with phonological awareness in predicting a listening comprehension outcome. However, in Grades 1 and 2, phonological awareness was no longer predictive of reading comprehension when decoding fluency and oral language were included in the model. In Grades 1 and 2, oral language and decoding fluency were significant predictors of reading comprehension. PMID:27660395

Increasing Reading Fluency Performance of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Hanway Kalis, Tara M.

2012-01-01

Reading fluency has been identified as one of the essential skills students must develop in order to learn to read. Fluency is also a critical factor in reading comprehension (National Reading Panel [NRP], 2000). Many students, however, lack the ability to read age-appropriate materials fluently, including students with emotional and behavioral…

Preteaching Unknown Key Words with Incremental Rehearsal to Improve Reading Fluency and Comprehension with Children Identified as Reading Disabled

ERIC Educational Resources Information Center

Burns, Matthew K.; Dean, Vincent J.; Foley, Sarah

2004-01-01

Research has consistently demonstrated that strategic preteaching activities led to improved reading fluency, but lacked studies examining the effect on reading comprehension. The current study investigated the effect of teaching unknown key words as a preteaching strategy with 20 students identified as learning disabled in basic reading skills…

Validity of CBM Measures of Oral Reading Fluency and Reading Comprehension on High-Stakes Reading Assessments in Grades 7 and 8

ERIC Educational Resources Information Center

Baker, Doris Luft; Biancarosa, Gina; Park, Bitnara Jasmine; Bousselot, Tracy; Smith, Jean-Louise; Baker, Scott K.; Kame'enui, Edward J.; Alonzo, Julie; Tindal, Gerald

2015-01-01

We examined the criterion validity and diagnostic efficiency of oral reading fluency (ORF), word reading accuracy, and reading comprehension (RC) for students in Grades 7 and 8 taking into account form effects of ORF, time of assessment, and individual differences, including student designations of limited English proficiency and special education…

Reading Fluency and Students with Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension?

ERIC Educational Resources Information Center

O'Connor, Rollanda E.

2018-01-01

The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337…

Word Reading Efficiency, Text Reading Fluency, and Reading Comprehension among Chinese Learners of English

ERIC Educational Resources Information Center

Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

2012-01-01

This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…

Effectiveness of Corrective Reading on Reading Comprehension and Fluency in At-Risk Students

ERIC Educational Resources Information Center

Weaver, Barbara Jean Alexander

2012-01-01

One of the greatest predictors and characteristics of a high school dropout has been poor reading skills. Students with low achievement levels in reading by the end of third grade are at greater risk of becoming a dropout. The study sought to determine whether the Corrective Reading Program impacted reading comprehension and fluency skills of…

The Relationship between Reading Fluency and Reading Comprehension in Fifth-Grade Turkish Students

ERIC Educational Resources Information Center

Yildiz, Mustafa; Yildirim, Kasim; Ates, Seyit; Rasinski, Timothy; Fitzgerald, Shawn; Zimmerman, Belinda

2014-01-01

This research study focused on the relationships among the various components of reading fluency components (word recognition accuracy, automaticity, and prosody), as well as their relationships with reading comprehension among fifth-grade students in Turkey. A total of 119 fifth-grade elementary school students participated in the study. The…

The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek

PubMed Central

Manolitsis, George; Grigorakis, Ioannis; Georgiou, George K.

2017-01-01

The purpose of this longitudinal study was to examine the role of three morphological awareness (MA) skills (inflection, derivation, and compounding) in word reading fluency and reading comprehension in a relatively transparent orthography (Greek). Two hundred and fifteen (104 girls; Mage = 67.40 months, at kindergarten) Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1), they were tested on measures of MA (two inflectional, two derivational, and three compounding), letter knowledge, phonological awareness, rapid automatized naming (RAN), and general cognitive ability (vocabulary and non-verbal IQ). At the end of G1 and G2, they were also tested on word reading fluency and reading comprehension. The results of hierarchical regression analyses showed that the inflectional and derivational aspects of MA in K as well as all aspects of MA in G1 accounted for 2–5% of unique variance in reading comprehension. None of the MA skills predicted word reading fluency, after controlling for the effects of vocabulary and RAN. These findings suggest that the MA skills, even when assessed as early as in kindergarten, play a significant role in reading comprehension development. PMID:29081759

Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study

ERIC Educational Resources Information Center

Little, Callie W.; Hart, Sara A.; Quinn, Jamie M.; Tucker-Drob, Elliot M.; Taylor, Jeanette; Schatschneider, Christopher

2017-01-01

This study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping…

The Effects of Repeated Readings on the Reading Fluency and Comprehension for High School Students with Specific Learning Disabilities

ERIC Educational Resources Information Center

Vandenberg, Amy C.; Boon, Richard T.; Fore, Cecil, III; Bender, William N.

2008-01-01

The purpose of this investigation was to examine the efficacy of repeated readings on the oral reading fluency rate and reading comprehension accuracy of high school students with specific learning disabilities. The participants included three tenth and eleventh grade students with specific learning disabilities in a study skills resource…

A Cross-Sectional Study of Fluency and Reading Comprehension in Spanish Primary School Children

ERIC Educational Resources Information Center

Calet, Nuria; Gutiérrez-Palma, Nicolás; Defior, Sylvia

2015-01-01

The importance of prosodic elements is recognised in most definitions of fluency. Although speed and accuracy have been typically considered the constituents of reading fluency, prosody is emerging as an additional component. The relevance of prosody in comprehension is increasingly recognised in the latest studies. The purpose of this research is…

Linguistic Knowledge, Fluency and Meta-Cognitive Knowledge as Components of Reading Comprehension in Adolescent Low Achievers: Differences between Monolinguals and Bilinguals

ERIC Educational Resources Information Center

Trapman, Mirjam; van Gelderen, Amos; van Steensel, Roel; van Schooten, Erik; Hulstijn, Jan

2014-01-01

In this study we investigate the role of linguistic knowledge, fluency and meta-cognitive knowledge in Dutch reading comprehension of monolingual and bilingual adolescent academic low achievers in the Netherlands. Results show that these components are substantially associated with reading comprehension. However, their role appears to be different…

Improving Reading Fluency and Comprehension in Adult ESL Learners Using Bottom-Up and Top-Down Vocabulary Training

ERIC Educational Resources Information Center

Oliver, Rhonda; Young, Shahreen

2016-01-01

The current research examines the effect of two methods of vocabulary training on reading fluency and comprehension of adult English as second language (ESL) tertiary-bound students. The methods used were isolated vocabulary training (bottom-up reading) and vocabulary training in context (top-down reading). The current exploratory and…

Examining a Motivational Treatment and Its Impact on Adolescents' Reading Comprehension and Fluency

ERIC Educational Resources Information Center

Wolters, Christopher A.; Barnes, Marcia A.; Kulesz, Paulina A.; York, Mary; Francis, David J.

2017-01-01

The authors' purpose was to examine adolescents' reading motivation in relation to standardized assessments of reading comprehension and fluency. After a reading pretest, 60 ninth-grade students (M age = 14.9 years) were randomly assigned to two groups. Compared to those in the control condition, those administered brief oral feedback intended to…

Toward a New Model of Usability: Guidelines for Selecting Reading Fluency Apps Suitable for Instruction of Struggling Readers

ERIC Educational Resources Information Center

Rinehart, Steven D.; Ahern, Terence C.

2016-01-01

Computer applications related to reading instruction have become commonplace in schools and link with established components of the reading process, emergent skills, decoding, comprehension, vocabulary, and fluency. This article focuses on computer technology in conjunction with durable methods for building oral reading fluency when readers…

Oral Reading Fluency Assessment: Issues of Construct, Criterion, and Consequential Validity

ERIC Educational Resources Information Center

Valencia, Sheila W.; Smith, Antony T.; Reece, Anne M.; Li, Min; Wixson, Karen K.; Newman, Heather

2010-01-01

This study investigated multiple models for assessing oral reading fluency, including 1-minute oral reading measures that produce scores reported as words correct per minute (wcpm). We compared a measure of wcpm with measures of the individual and combined indicators of oral reading fluency (rate, accuracy, prosody, and comprehension) to examine…

A Randomized Experiment of a Mixed-Methods Literacy Intervention for Struggling Readers in Grades 4-6: Effects on Word Reading Efficiency, Reading Comprehension and Vocabulary, and Oral Reading Fluency

ERIC Educational Resources Information Center

Kim, James S.; Samson, Jennifer F.; Fitzgerald, Robert; Hartry, Ardice

2010-01-01

The purpose of this study was (1) to examine the causal effects of READ 180, a mixed-methods literacy intervention, on measures of word reading efficiency, reading comprehension and vocabulary, and oral reading fluency and (2) to examine whether print exposure among children in the experimental condition explained variance in posttest reading…

Repeated Reading for Developing Reading Fluency and Reading Comprehension: The Case of EFL Learners in Vietnam

ERIC Educational Resources Information Center

Gorsuch, Greta; Taguchi, Etsuo

2008-01-01

Reading in a foreign or second language is often a laborious process, often caused by underdeveloped word recognition skills, among other things, of second and foreign language readers. Developing fluency in L2/FL reading has become an important pedagogical issue in L2 settings and one major component of reading fluency is fast and accurate word…

Comparing the Efficiency of Repeated Reading and Listening-While-Reading to Improve Fluency and Comprehension

ERIC Educational Resources Information Center

Hawkins, Renee O.; Marsicano, Richard; Schmitt, Ara J.; McCallum, Elizabeth; Musti-Rao, Shobana

2015-01-01

An alternating treatments design was used to compare the effects of two reading fluency interventions on the oral reading fluency and maze accuracy of four fourth-grade students. Also, by taking into account time spent in intervention, the efficiency of the two interventions was compared. In the adult-mediated repeated reading (RR) condition,…

Developing Reading Fluency and Comprehension Using Repeated Reading: Evidence from Longitudinal Student Reports

ERIC Educational Resources Information Center

Gorsuch, Greta; Taguchi, Etsuo

2010-01-01

In recent years, interest in reading fluency development in first language, and second and foreign language (L2/FL) settings has increased. Reading fluency, in which readers decode and comprehend at the same time, is critical to successful reading. Fluent readers are accurate and fast in their ability to recognize words, and in their use of…

The Role of Oral Reading Fluency in ESL Reading Comprehension among Learners of Different First Language Backgrounds

ERIC Educational Resources Information Center

Jiang, Xiangying

2016-01-01

This study discusses the construct of oral reading fluency and examines its relationship to reading comprehension among adult English-as-a-Second-Language (ESL) learners of four first language (L1) backgrounds. One hundred and forty-nine adult learners of English with Arabic, Japanese, Spanish and Chinese language backgrounds participated in this…

The Effects of a Reader's Theater Instructional Intervention on Second Grade Students' Reading Fluency and Comprehension Skills

ERIC Educational Resources Information Center

Johnson, Diane D.

2011-01-01

An estimated 75% of students who are poor readers in third grade continue to be lower achieving readers in ninth grade. The National Reading Panel has identified fluency as a prominent cause of reading comprehension problems which ultimately affect overall reading development. The purpose of this study was to test the theoretical framework of…

Increasing Reading Comprehension of Elementary Students through Fluency-Based Interventions

ERIC Educational Resources Information Center

Neumann, Veda S.; Ross, Dorothy K.; Slaboch, Anita F.

2008-01-01

The authors of this action research project report implemented oral reading fluency-based interventions for the purpose of improving students' reading comprehension. Six students in grade three, six students in grade five and six students in grade six participated in the study from Monday, August 27 through Friday, December 7, 2007. Researchers…

Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression.

PubMed

Cho, Eunsoo; Capin, Philip; Roberts, Greg; Vaughn, Sharon

2017-07-01

Within multitiered instructional delivery models, progress monitoring is a key mechanism for determining whether a child demonstrates an adequate response to instruction. One measure commonly used to monitor the reading progress of students is oral reading fluency (ORF). This study examined the extent to which ORF slope predicts reading comprehension outcomes for fifth-grade struggling readers ( n = 102) participating in an intensive reading intervention. Quantile regression models showed that ORF slope significantly predicted performance on a sentence-level fluency and comprehension assessment, regardless of the students' reading skills, controlling for initial ORF performance. However, ORF slope was differentially predictive of a passage-level comprehension assessment based on students' reading skills when controlling for initial ORF status. Results showed that ORF explained unique variance for struggling readers whose posttest performance was at the upper quantiles at the end of the reading intervention, but slope was not a significant predictor of passage-level comprehension for students whose reading problems were the most difficult to remediate.

Incorporating Vocabulary Instruction in Individual Reading Fluency Interventions with English Language Learners

ERIC Educational Resources Information Center

Johnston, Lauren E.; Mercer, Sterett H.; Geres-Smith, Rhonda

2018-01-01

The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design…

Concurrent Validity of the Test of Silent Word Reading Fluency

ERIC Educational Resources Information Center

Bell, Sherry Mee; McCallum, R. Steve; Burton, Bobbie; Gray, Rebecca; Windingstad, Sunny; Moore, Jessica

2006-01-01

Relationships between the Test of Silent Word Reading Fluency (TOSWRF; Mather, Hammill, Allen, & Roberts, 2004), a recently developed measure of fluency, and other operationalizations of reading, including subtests from the Comprehensive Test of Basic Skills (CTBS; 1996), and the Woodcock-Johnson-III Tests of Achievement, (WJ-III; Woodcock,…

The contribution of executive skills to reading comprehension.

PubMed

Sesma, Heather Whitney; Mahone, E Mark; Levine, Terry; Eason, Sarah H; Cutting, Laurie E

2009-05-01

Although word recognition deficits (WRD) are a known cause of reading comprehension deficits (RCD), other contributions to RCD, including executive function (EF), have not been fully explored. We examined the contribution of EF (working memory and planning), along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children (including 16 WRD and 10 RCD), ages 9-15 years. After controlling for commonly accepted contributors to reading comprehension (i.e., attention, decoding skills, fluency, and vocabulary), EF continued to make a significant contribution to reading comprehension but not to word recognition skills. These findings highlight the need for consideration of the role of EF in RCD.

THE CONTRIBUTION OF EXECUTIVE SKILLS TO READING COMPREHENSION

PubMed Central

Sesma, Heather Whitney; Mahone, E. Mark; Levine, Terry; Eason, Sarah H.; Cutting, Laurie E.

2009-01-01

Although word recognition deficits (WRD) are a known cause of reading comprehension deficits (RCD), other contributions to RCD, including executive function (EF), have not been fully explored. We examined the contribution of EF (working memory and planning), along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children (including 16 WRD and 10 RCD), ages 9–15 years. After controlling for commonly accepted contributors to reading comprehension (i.e., attention, decoding skills, fluency, and vocabulary), EF continued to make a significant contribution to reading comprehension but not to word recognition skills. These findings highlight the need for consideration of the role of EF in RCD. PMID:18629674

The Role of Reading Fluency in Children's Text Comprehension.

PubMed

Álvarez-Cañizo, Marta; Suárez-Coalla, Paz; Cuetos, Fernando

2015-01-01

Understanding a written text requires some higher cognitive abilities that not all children have. Some children have these abilities, since they understand oral texts; however, they have difficulties with written texts, probably due to problems in reading fluency. The aim of this study was to determine which aspects of reading fluency are related to reading comprehension. Four expositive texts, two written and two read by the evaluator, were presented to a sample of 103 primary school children (third and sixth grade). Each text was followed by four comprehension questions. From this sample we selected two groups of participants in each grade, 10 with good results in comprehension of oral and written texts, and 10 with good results in oral and poor in written comprehension. These 40 subjects were asked to read aloud a new text while they were recorded. Using Praat software some prosodic parameters were measured, such as pausing and reading rate (number and duration of the pauses and utterances), pitch and intensity changes and duration in declarative, exclamatory, and interrogative sentences and also errors and duration in words by frequency and stress. We compared the results of both groups with ANOVAs. The results showed that children with less reading comprehension made more inappropriate pauses and also intersentential pauses before comma than the other group and made more mistakes in content words; significant differences were also found in the final declination of pitch in declarative sentences and in the F0 range in interrogative ones. These results confirm that reading comprehension problems in children are related to a lack in the development of a good reading fluency.

Improving Second Grade Student's Reading Fluency and Comprehension Using Teacher-Guided iPad® App Instruction

ERIC Educational Resources Information Center

Redcay, Jessica D.; Preston, Sean M.

2016-01-01

Purpose: This study aims to examine the differences in second grade students' reading fluency and comprehension scores when using varying levels of teacher-guided iPad® app instruction to determine effective reading practices. Design/methodology/approach: This study reports the results of the quasi-experimental pre-post study by providing…

The Relationship Between Reading Fluency and Vocabulary in Fifth Grade Turkish Students

ERIC Educational Resources Information Center

Yildirim, Kasim; Rasinski, Timothy; Ates, Seyit; Fitzgerald, Shawn; Zimmerman, Belinda; Yildiz, Mustafa

2014-01-01

Reading fluency has traditionally been recognized as a competency associated with word recognition and comprehension. As readers become more automatic in word identification they are able to devote less attention and cognitive resources to word decoding and more to text comprehension. The act of reading itself has been associated with growth in…

How the Brain's Performance during Mathematics and Reading Fluency Tests Compare

ERIC Educational Resources Information Center

Ortiz, Enrique

2011-01-01

The purpose of this study was to analyze how participants' levels of hemoglobin as they performed mathematics fluency and reading fluency (reading comprehension) compare. We used Optical Topography (OT, helmet type brain-scanning system, also known as Functional Near-Infrared Spectroscopy or fNIRS) to measure levels of brain activity. A central…

Prediction and stability of reading problems in middle childhood.

PubMed

Ritchey, Kristen D; Silverman, Rebecca D; Schatschneider, Christopher; Speece, Deborah L

2015-01-01

The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (≤ 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader status was predicted by fall of fourth grade passage reading fluency, spelling fluency, and the number of reading problems identified by teachers. Reading fluency and spelling fluency were significant predictors in logistic regression equation that combined to yield a screening battery with an area under the curve of .91. These results suggest that brief assessments of reading and spelling fluency in fourth grade may be able to identify students in middle childhood who have a reading problem or who are at risk for experiencing reading problems in sixth grade. © Hammill Institute on Disabilities 2013.

The Role of Reading Fluency in Children’s Text Comprehension

PubMed Central

Álvarez-Cañizo, Marta; Suárez-Coalla, Paz; Cuetos, Fernando

2015-01-01

Understanding a written text requires some higher cognitive abilities that not all children have. Some children have these abilities, since they understand oral texts; however, they have difficulties with written texts, probably due to problems in reading fluency. The aim of this study was to determine which aspects of reading fluency are related to reading comprehension. Four expositive texts, two written and two read by the evaluator, were presented to a sample of 103 primary school children (third and sixth grade). Each text was followed by four comprehension questions. From this sample we selected two groups of participants in each grade, 10 with good results in comprehension of oral and written texts, and 10 with good results in oral and poor in written comprehension. These 40 subjects were asked to read aloud a new text while they were recorded. Using Praat software some prosodic parameters were measured, such as pausing and reading rate (number and duration of the pauses and utterances), pitch and intensity changes and duration in declarative, exclamatory, and interrogative sentences and also errors and duration in words by frequency and stress. We compared the results of both groups with ANOVAs. The results showed that children with less reading comprehension made more inappropriate pauses and also intersentential pauses before comma than the other group and made more mistakes in content words; significant differences were also found in the final declination of pitch in declarative sentences and in the F0 range in interrogative ones. These results confirm that reading comprehension problems in children are related to a lack in the development of a good reading fluency. PMID:26640452

How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

PubMed Central

Papadopoulos, Timothy C.; Spanoudis, George C.; Georgiou, George K.

2016-01-01

We examined the prominent theoretical explanations of the RAN-reading relationship in a relatively transparent language (Greek) in a sample of children (n = 286) followed from Grade 1 to Grade 2. Specifically, we tested the fit of eight different models, as defined by the type of reading performance predicted (oral vs. silent word reading fluency), the type of RAN tasks (non-alphanumeric vs. alphanumeric), and the RAN effects (direct vs. indirect). Working memory, attention, processing speed, and motor skills were used as “common cause” variables predicting both RAN and reading fluency and phonological awareness and orthographic processing were used as mediators of RAN's effects on reading fluency. The findings of both concurrent and longitudinal analyses indicated that RAN is a unique predictor of oral reading fluency, but not silent reading fluency. Using alphanumeric or non-alphanumeric RAN did not particularly affect the RAN-reading relationship. Both phonological awareness and orthographic processing partly mediated RAN's effects on reading fluency. Theoretical implications of these findings are discussed. PMID:27605918

The Effects of Repeated Reading on the Fluency and Comprehension Skills of Elementary-Age Students with Learning Disabilities (LD), 2001-2011: A Review of Research and Practice

ERIC Educational Resources Information Center

Strickland, Whitney D.; Boon, Richard T.; Spencer, Vicky G.

2013-01-01

This article provides an extensive review of the literature on the use of repeated reading to improve the reading fluency and comprehension skills of elementary-age students with learning disabilities. A systematic review of the published literature from 2001 to 2011 was conducted and nineteen (N = 19) research-based repeated reading studies were…

Oral Reading Fluency and Prosody: A Preliminary Analysis of the Greek Language

ERIC Educational Resources Information Center

Sarris, Menelaos; Dimakos, Ioannis C.

2015-01-01

This article presents results from an initial investigation of Greek oral reading fluency and prosody. Although currently held perspectives consider reading the product of reading decoding and reading comprehension, there is enough evidence (both Greek and foreign) to suggest that other variables may affect reading, as well. Such variables include…

Retrieval, automaticity, vocabulary elaboration, orthography (RAVE-O): a comprehensive, fluency-based reading intervention program.

PubMed

Wolf, M; Miller, L; Donnelly, K

2000-01-01

The most important implication of the double-deficit hypothesis (Wolf & Bowers, in this issue) concerns a new emphasis on fluency and automaticity in intervention for children with developmental reading disabilities. The RAVE-O (Retrieval, Automaticity, Vocabulary Elaboration, Orthography) program is an experimental, fluency-based approach to reading intervention that is designed to accompany a phonological analysis program. In an effort to address multiple possible sources of dysfluency in readers with disabilities, the program involves comprehensive emphases both on fluency in word attack, word identification, and comprehension and on automaticity in underlying componential processes (e.g., phonological, orthographic, semantic, and lexical retrieval skills). The goals, theoretical principles, and applied activities of the RAVE-O curriculum are described with particular stress on facilitating the development of rapid orthographic pattern recognition and on changing children's attitudes toward language.

Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students' Reading Fluency and Comprehension

ERIC Educational Resources Information Center

Amendum, Steven J.; Conradi, Kristin; Hiebert, Elfrieda

2018-01-01

Prompted by the advent of new standards for increased text complexity in elementary classrooms in the USA, the current integrative review investigates the relationships between the level of text difficulty and elementary students' reading fluency and reading comprehension. After application of content and methodological criteria, a total of 26…

Reading Comprehension Level and Development in Native and Language Minority Adolescent Low Achievers: Roles of Linguistic and Metacognitive Knowledge and Fluency

ERIC Educational Resources Information Center

Trapman, Mirjam; van Gelderen, Amos; van Schooten, Erik; Hulstijn, Jan

2017-01-01

In a longitudinal design, we measured 50 low-achieving adolescents' reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency in predicting both the level and growth of…

Reading and writing skills in young adults with spina bifida and hydrocephalus.

PubMed

Barnes, Marcia; Dennis, Maureen; Hetherington, Ross

2004-09-01

Reading and writing were studied in 31 young adults with spina bifida and hydrocephalus (SBH). Like children with this condition, young adults with SBH had better word decoding than reading comprehension, and, compared to population means, had lower scores on a test of writing fluency. Reading comprehension was predicted by word decoding and listening comprehension. Writing was predicted by fine motor finger function, verbal intelligence, and short-term and working memory. These findings are consistent with cognitive models of reading and writing. Writing, but not reading, was related to highest level of education achieved and writing fluency predicted several aspects of functional independence. Reading comprehension and writing remain deficient in adults with SBH and have consequences for educational attainments and functional independence.

The Relationship between Reading Comprehension, Decoding, and Fluency in Greek: A Cross-Sectional Study

ERIC Educational Resources Information Center

Padeliadu, Susana; Antoniou, Faye

2014-01-01

Experts widely consider decoding and fluency as the basis of reading comprehension, while at the same time consistently documenting problems in these areas as major characteristics of students with learning disabilities. However, scholars have developed most of the relevant research within phonologically deep languages, wherein decoding problems…

Using Peer-Mediated Repeated Readings as a Fluency-Building Activity for Urban Learners

ERIC Educational Resources Information Center

Yurick, Amanda L.; Robinson, Porsha D.; Cartledge, Gwendolyn; Lo, Ya-yu; Evans, Trisha L.

2006-01-01

We conducted three experiments examining the effects of peer-mediated repeated readings on students' oral reading fluency and comprehension. Each repeated reading session consisted of students reading in pairs, alternating paragraphs, for 10 minutes. Students used a scripted correction procedure when errors occurred. Students then participated in…

Reading Fluency Instruction for Students at Risk for Reading Failure

ERIC Educational Resources Information Center

Ring, Jeremiah J.; Barefoot, Lexie C.; Avrit, Karen J.; Brown, Sasha A.; Black, Jeffrey L.

2013-01-01

The important role of reading fluency in the comprehension and motivation of readers is well documented. Two reading rate intervention programs were compared in a cluster-randomized clinical trial of students who were considered at-risk for reading failure. One program focused instruction at the word level; the second program focused instruction…

Cross-Language Transfer in English Immersion Programs in Germany: Reading Comprehension and Reading Fluency

ERIC Educational Resources Information Center

Gebauer, Sandra Kristina; Zaunbauer, Anna C. M.; Moller, Jens

2013-01-01

Cross-language effects on reading skills are of particular interest in the context of foreign language immersion programs. Although there is an extensive literature on cross-language effects on reading in general, research focusing on immersion students and including different dimensions of reading acquisition such as reading fluency and reading…

Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading Comprehension

PubMed Central

Wanzek, Jeanne; Roberts, Greg; Linan-Thompson, Sylvia; Vaughn, Sharon; Woodruff, Althea L.; Murray, Christy S.

2011-01-01

The current study examined the predictive validity of oral reading fluency measures across first, second, and third grades for two reading achievement measures at the end of third grade. Oral reading fluency measures were administered to students from first grade to third. The Texas Assessment of Knowledge and Skills and the Stanford Achievement Test were also administered in the third grade. Oral reading fluency was a reliable predictor of student success on both measures. Data suggest that greater student growth in oral reading fluency is needed through the grade levels to ensure high probabilities of success on the nationally normed measure, as compared to what is needed for the state-normed measure. Implications for practice and future research are discussed. PMID:21479152

Developmental Relations between Reading Comprehension and Reading Strategies

ERIC Educational Resources Information Center

Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter F.

2017-01-01

We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural…

Repeated readings and science: Fluency with expository passages

NASA Astrophysics Data System (ADS)

Kostewicz, Douglas E.

The current study investigated the effects of repeated readings to a fluency criterion (RRFC) for seven students with disabilities using science text. The study employed a single subject design, specifically, two multiple probe multiple baselines across subjects, to evaluate the effects of the RRFC intervention. Results indicated that students met criterion (200 or more correct words per minute with 2 or fewer errors) on four consecutive passages. A majority of students displayed accelerations to correct words per minute and decelerations to incorrect words per minute on successive initial, intervention readings suggesting reading transfer. Students' reading scores during posttest and maintenance out performed pre-test and baseline readings provided additional measures of reading transfer. For a relationship to comprehension, students scored higher on oral retell measures after meeting criterion as compared to initial readings. Overall, the research findings suggested that the RRFC intervention improves science reading fluency for students with disabilities, and may also indirectly benefit comprehension.

Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th–10th Grades

PubMed Central

Foorman, Barbara R.; Koon, Sharon; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea

2015-01-01

The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population—adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific factors of syntax and vocabulary. A 1-, 3-, 4-, and bifactor model were tested with 1,792 students in 18 schools in 2 large urban districts in the Southeast. Students were individually administered measures of expressive and receptive vocabulary, syntax, and decoding fluency in mid-year. At the end of the year students took the state reading test as well as a group-administered, norm-referenced test of reading comprehension. The bifactor model fit the data best in all 7 grades and explained 72% to 99% of the variance in reading comprehension. The specific factors of syntax and vocabulary explained significant unique variance in reading comprehension in 1 grade each. The decoding fluency factor was significantly correlated with the reading comprehension and oral language factors in all grades, but, in the presence of the oral language factor, was not significantly associated with the reading comprehension factor. Results support a bifactor model of lexical knowledge rather than the 3-factor model of the Simple View of Reading, with the vast amount of variance in reading comprehension explained by a general oral language factor. PMID:26346839

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth.

PubMed

Jacobson, Lisa A; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan C; Lovett, Maureen W; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R; Mahone, E Mark

Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing "higher-level" or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty.

Teaching Reading

ERIC Educational Resources Information Center

Day, Richard R.

2013-01-01

"Teaching Reading" uncovers the interactive processes that happen when people learn to read and translates them into a comprehensive easy-to-follow guide on how to teach reading. Richard Day's revelations on the nature of reading, reading strategies, reading fluency, reading comprehension, and reading objectives make fascinating…

Phonological working memory and reading in students with dyslexia

PubMed Central

de Carvalho, Carolina A. F.; Kida, Adriana de S. B.; Capellini, Simone A.; de Avila, Clara R. B.

2014-01-01

Purpose: To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory) and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties. Method: One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG) and Group with Dyslexia (GDys). Reading of words, pseudowords and text (decoding); listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span) were evaluated. Results: The comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords) and answers to text-connecting questions (TC) on reading comprehension, with the worst performances identified for GDys. In this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span) and parameters of fluency and reading comprehension in dyslexia. For the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension. Conclusion: GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords) and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension. PMID:25101021

Specificity and Overlap in Skills Underpinning Reading and Arithmetical Fluency

ERIC Educational Resources Information Center

van Daal, Victor; van der Leij, Aryan; Ader, Herman

2013-01-01

The aim of this study was to examine unique and common causes of problems in reading and arithmetic fluency. 13- to 14-year-old students were placed into one of five groups: reading disabled (RD, n = 16), arithmetic disabled (AD, n = 34), reading and arithmetic disabled (RAD, n = 17), reading, arithmetic, and listening comprehension disabled…

Read Naturally [R]. What Works Clearinghouse Intervention Report. Updated

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

The “Read Naturally[R]” program is a supplemental reading program that aims to improve reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses one of four products that share a common fluency-building strategy: “Read Naturally[R] Masters…

Reading fluency: implications for the assessment of children with reading disabilities.

PubMed

Meisinger, Elizabeth B; Bloom, Juliana S; Hynd, George W

2010-06-01

The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems and/or a prior diagnosis of dyslexia, where children completed a battery of standardized intellectual, reading achievement, and processing measures. Within this clinical sample, a group of children were identified that exhibited specific deficits in their reading fluency skills with concurrent deficits in rapid naming speed and reading comprehension. This group of children would not have been identified as having a reading disability according to assessment of single word reading skills alone, suggesting that it is essential to assess reading fluency in addition to word reading because failure to do so may result in the under-identification of children with reading disabilities.

Relationship between Graphical Device Comprehension and Overall Text Comprehension for Third-Grade Children

ERIC Educational Resources Information Center

Roberts, Kathryn L.; Norman, Rebecca R.; Cocco, Jaime

2015-01-01

This study examined relationships between reading comprehension, known predictors of reading comprehension (i.e., cognitive flexibility, fluency, reading motivation and attitude, vocabulary), and graphical device comprehension. One-hundred fifty-six third graders completed assessments of known predictor variables and an assessment tapping…

Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress.

PubMed

Clemens, Nathan H; Soohoo, Michelle M; Wiley, Colby P; Hsiao, Yu-Yu; Estrella, Ivonne; Allee-Smith, Paula J; Yoon, Myeongsun

Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students ( N = 137) of whom the majority was receiving supplemental intervention for reading skills were monitored using Letter Sound Fluency, Phoneme Segmentation Fluency, Word Reading Fluency, Nonsense Word Fluency, Highly Decodable Passages, and Spelling on a biweekly basis between February and May. Acceptable reliability was observed for all measures. Analyses of slope validity using latent growth models, latent change score models, and slope differences according to level of year-end achievement indicated that the relation of slope to overall reading skills varied across the measures. A suggested approach to kindergarten students' reading progress is offered that includes Letter Sound Fluency and a measure of word-reading skills to provide a comprehensive picture of student growth toward important year-end reading outcomes.

Impact of Leveled Reading Books on the Fluency and Comprehension Levels of First Grade Students

ERIC Educational Resources Information Center

Seals, Melissa Paige

2013-01-01

The purpose of this nonequivalent, control group, pretest-posttest design study was to evaluate the effectiveness of leveled book programs on first-grade students' oral reading fluency rates and comprehension levels. This study was conducted over a 10-week time span with four first-grade classes. All of the students in each class were given a…

Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools

ERIC Educational Resources Information Center

Baker, Scott K.; Smolkowski, Keith; Katz, Rachell; Fien, Hank; Seeley, John R.; Kame'enui, Edward J.; Beck, Carrie Thomas

2008-01-01

The purpose of this study was to examine oral reading fluency (ORF) in the context of a large-scale federal reading initiative conducted in low performing, high poverty schools. The objectives were to (a) investigate the relation between ORF and comprehensive reading tests, (b) examine whether slope of performance over time on ORF predicted…

Reading Rate and Comprehension

ERIC Educational Resources Information Center

Jodai, Hojat

2011-01-01

Reading fluency is one of the most important signs of language proficiency both for native and foreign language speakers (Grabe, 2010; Macalister, 2010; Winston, 2010; Hasbrouck, 2008; Rasinski, 2004; Oakley, 2003; Waldman, 1985; Cited in: Sayenko, 2010, Introduction Para 1). This paper is in the area of reading fluency and tries to investigate…

The Relationship between Reading Fluency and Lexile Measures

ERIC Educational Resources Information Center

Purvis, Joshua Steve

2017-01-01

With increasing emphasis being placed on teachers to show an improvement in student achievement, schools are relying on indicators such as reading fluency and reading comprehension to gauge student progress throughout the year. Since the growth on these assessments are used in calculating teachers and administrators' yearly job evaluations, the…

Building Fluency through the Repeated Reading Method

ERIC Educational Resources Information Center

Cohen, Joshua

2011-01-01

For the last two years the author has used Repeated Reading (RR) to teach reading fluency in English as a Foreign Language classrooms in colleges and universities in Japan. RR is a method where the student reads and rereads a text silently or aloud from two to four times to reach a predetermined level of speed, accuracy, and comprehension. RR…

Prompting Faster Reading during Fluency Assessments: The Impact of Skill Level and Comprehension Measures on Changes in Performance

ERIC Educational Resources Information Center

Forbes, Bethany E.; Skinner, Christopher H.; Maurer, Kristin; Taylor, Emily; Schall, Megan; Cazzell, Samantha; Ciancio, Dennis; Conley, Matt; Conley, Elisha

2015-01-01

Working with middle-school students, we replicated and extended research on oral reading fluency (ORF) assessments and prompting students to read faster. Altering ORF administration procedures by instructing students to read fast caused statistically significant increases in their words correct per minute (WCPM) and errors, which was moderated by…

Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency

ERIC Educational Resources Information Center

Inoue, Tomohiro; Georgiou, George K.; Parrila, Rauno; Kirby, John R.

2018-01-01

We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian…

Mediating effects of motor performance, cardiorespiratory fitness, physical activity, and sedentary behaviour on the associations of adiposity and other cardiometabolic risk factors with academic achievement in children.

PubMed

Haapala, Eero A; Lintu, Niina; Eloranta, Aino-Maija; Venäläinen, Taisa; Poikkeus, Anna-Maija; Ahonen, Timo; Lindi, Virpi; Lakka, Timo A

2018-03-09

We investigated the associations of cardiometabolic risk factors with academic achievement and whether motor performance, cardiorespiratory fitness, physical activity, or sedentary behaviour mediated these associations. Altogether 175 children 6-8 years-of-age participated in the study. We assessed body fat percentage (BF%), waist circumference, insulin, glucose, triglycerides, HDL cholesterol, and systolic and diastolic blood pressure, leptin, alanine aminotransferase, and gamma-glutamyltransferase (GGT). Reading fluency, reading comprehension, and arithmetic skills were assessed using standardized tests. Speed/agility, balance, and manual dexterity test results were used to calculate motor performance score and physical activity was assessed by combined heart rate and movement sensor and cardiorespiratory fitness by maximal cycle ergometer test. In boys, BF% was inversely associated with reading fluency (β = -0.262, P = 0.007) and reading comprehension (β = -0.216, P = 0.025). Motor performance mediated these associations. Leptin was inversely related to reading fluency (β = -0.272, P = 0.006) and reading comprehension (β = -0.287, P = 0.003). The inverse association of leptin with reading fluency was mediated by motor performance. In girls, GGT was inversely associated with reading fluency independent of confounders (β = -0.325, P = 0.007). The inverse association of BF% with academic achievement among boys was largely explained by motor performance. Leptin in boys and GGT in girls were inversely associated with academic achievement independent of confounding factors.

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

PubMed Central

Jacobson, Lisa A.; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan; Lovett, Maureen; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.; Mahone, E. Mark

2018-01-01

Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing “higher-level” or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty. PMID:26755569

How Problems of Reading Fluency and Comprehension Are Related to Difficulties in Syntactic Awareness Skills among Fifth Graders

ERIC Educational Resources Information Center

Mokhtari, Kouider; Thompson, H. Brian

2006-01-01

In this study, we assessed and analyzed 5th grade students' levels of syntactic awareness in relation to their reading fluency and comprehension. The aim was to examine the role of syntactic awareness (children's awareness of the syntactic structure of sentences and their ability to reflect on and manipulate that structure) as a potential source…

Simultaneous Listening and Reading in ESL: Helping Second Language Learners Read (and Enjoy Reading) More Efficiently

ERIC Educational Resources Information Center

Woodall, Billy

2010-01-01

This study investigated the effects of simultaneously reading and listening to the same text on comprehension and fluency gains for basic-level English language learners at a university in Puerto Rico. The quiz scores and fluency rates of two English lab groups (n = 69) who read and listened to E. B. White's novel "Charlotte's Web" were…

Examining Listening Previewing as a Classwide Strategy to Promote Reading Comprehension and Vocabulary

ERIC Educational Resources Information Center

Hawkins, Renee O.; Musti-Rao, Shobana; Hale, Andrea D.; McGuire, Shannon; Hailley, Jennifer

2010-01-01

Classwide instructional strategies to improve not only reading fluency but also comprehension and vocabulary knowledge are essential for student reading success. The current study examined the immediate effects of two classwide listening previewing strategies on reading comprehension and vocabulary knowledge. Twenty-one, fourth-grade general…

Reading Comprehension Requires Knowledge--of Words and the World.

ERIC Educational Resources Information Center

Hirsch, E. D., Jr.

2003-01-01

The "fourth grade slump" in reading comprehension still exists. Among poor children, low comprehension ruins their chances for academic success. Among all children, comprehension scores are stagnant. Research indicates that key to both problems is systematically building children's vocabulary, fluency, and domain knowledge. To improve reading,…

Examining Reading Comprehension and Fluency in Students Who Are Deaf or Hard of Hearing.

ERIC Educational Resources Information Center

Easterbrooks, Susan R.; Huston, Sandra G.

This paper discusses various approaches educators can use to evaluate the reading skills of students who are deaf and hard of hearing, with special emphasis on reading fluency. Various assessment measures are described and examples of how mature users of American Sign Language read English are given. It highlights the use of a literacy portfolio,…

"Like the Whole Class Has Reading Problems": A Study of Oral Reading Fluency Activities in a High Intervention Setting

ERIC Educational Resources Information Center

Goering, Christian Z.; Baker, Kimberly F.

2010-01-01

In this empirical study which used a mixed-method approach, researchers sought to understand how participation in dramatic oral reading interventions affects both reading fluency and comprehension. The study also investigated how that participation is ultimately limited or promoted by the social context of high schools. Qualitative data are…

Attitudes, Writing Fluency, Reading Achievement--A Comparison Between i. t. a. and T. O. Trained Children.

ERIC Educational Resources Information Center

Trost, David McRoberts-Adair

The purpose of this study was to determine whether children learning to read in the initial teaching alphabet (i.t.a.) and traditional orthography (TO) differ in general attitudes toward reading, in fluency in written expression, and in reading vocabulary and comprehension at the end of their second-grade school experience. Further, this study…

Progress Monitoring Instrument Development: Silent Reading Fluency, Vocabulary, and Reading Comprehension. Technical Report #1110

ERIC Educational Resources Information Center

Nese, Joseph F. T.; Anderson, Daniel; Hoelscher, Kyle; Tindal, Gerald; Alonzo, Julie

2011-01-01

Curriculum-based measurement (CBM) is designed to measure students' academic status and growth so the effectiveness of instruction may be evaluated. In the most popular forms of reading CBM, the student's oral reading fluency is assessed. This behavior is difficult to sample in a computer-based format, a limitation that may be a function of the…

Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School

PubMed Central

Miciak, Jeremy; Stuebing, Karla K.; Vaughn, Sharon; Roberts, Greg; Barth, Amy Elizabeth; Fletcher, Jack M.

2016-01-01

No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders (n = 77) and inadequate responders who fell below criteria in (a) comprehension (n = 54); (b) fluency (n = 45); and (c) decoding, fluency, and comprehension (DFC; n = 45). These students received measures of phonological awareness, listening comprehension, rapid naming, processing speed, verbal knowledge, and nonverbal reasoning. Multivariate comparisons showed a significant Group-by-Task interaction: the comprehension-impaired group demonstrated primary difficulties with verbal knowledge and listening comprehension, the DFC group with phonological awareness, and the fluency-impaired group with phonological awareness and rapid naming. A series of regression models investigating whether responder status explained unique variation in cognitive skills yielded largely null results consistent with a continuum of severity associated with level of reading impairment, with no evidence for qualitative differences in the cognitive attributes of adequate and inadequate responders. PMID:28579668

Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School.

PubMed

Miciak, Jeremy; Stuebing, Karla K; Vaughn, Sharon; Roberts, Greg; Barth, Amy Elizabeth; Fletcher, Jack M

2014-12-01

No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders ( n = 77) and inadequate responders who fell below criteria in (a) comprehension ( n = 54); (b) fluency ( n = 45); and (c) decoding, fluency, and comprehension (DFC; n = 45). These students received measures of phonological awareness, listening comprehension, rapid naming, processing speed, verbal knowledge, and nonverbal reasoning. Multivariate comparisons showed a significant Group-by-Task interaction: the comprehension-impaired group demonstrated primary difficulties with verbal knowledge and listening comprehension, the DFC group with phonological awareness, and the fluency-impaired group with phonological awareness and rapid naming. A series of regression models investigating whether responder status explained unique variation in cognitive skills yielded largely null results consistent with a continuum of severity associated with level of reading impairment, with no evidence for qualitative differences in the cognitive attributes of adequate and inadequate responders.

Associations of motor and cardiovascular performance with academic skills in children.

PubMed

Haapala, Eero A; Poikkeus, Anna-Maija; Tompuri, Tuomo; Kukkonen-Harjula, Katriina; Leppänen, Paavo H T; Lindi, Virpi; Lakka, Timo A

2014-01-01

We investigated the associations of cardiovascular and motor performance in grade 1 with academic skills in grades 1-3. The participants were 6- to 8-yr-old children with complete data in grades 1-2 for 174 children and in grade 3 for 167 children. Maximal workload during exercise test was used as a measure of cardiovascular performance. The shuttle run test (SRT) time, the errors in balance test, and the number of cubes moved in box and block test (BBT) were measures of motor performance. Academic skills were assessed using reading fluency, reading comprehension, and arithmetic skill tests. Among boys, longer SRT time was associated with poorer reading fluency in grades 1-3 (β = -0.29 to -0.39, P < 0.01), reading comprehension in grades 1-2 (β = -0.25 to -0.29, P < 0.05), and arithmetic skills in grades 1-3 (β = -0.33 to -0.40, P < 0.003). Poorer balance was related to poorer reading comprehension (β = -0.20, P = 0.042). The smaller number of cubes moved in BBT was related to poorer reading fluency in grades 1-2 (β = 0.23-0.28, P < 0.03), reading comprehension in grade 3 (β = 0.23, P = 0.037), and arithmetic skills in grades 1-2 (β = 0.21-0.23, P < 0.043). Among girls, longer SRT time was related to poorer reading fluency in grade 3 (β = -0.27, P = 0.027) and arithmetic skills in grade 2 (β = -0.25, P = 0.040). The smaller number of cubes moved in BBT was associated with worse reading fluency in grade 2 (β = 0.26, P = 0.030). Cardiovascular performance was not related to academic skills. Poorer motor performance was associated with worse academic skills in children, especially among boys. These findings emphasize early identification of children with poor motor performance and actions to improve these children's motor performance and academic skills during the first school years.

Readers in Adult Basic Education.

PubMed

Barnes, Adrienne E; Kim, Young-Suk; Tighe, Elizabeth L; Vorstius, Christian

The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower oral reading fluency revealed within- and between-subject effects for word frequency and word length as well as group and word frequency interactions. Bivariate correlations indicated strong relations between component skills of reading, eye movement measures, and both the Test of Adult Basic Education ( Reading subtest) and the Woodcock-Johnson III Diagnostic Reading Battery Passage Comprehension assessments. Regression analyses revealed the utility of decoding, language comprehension, and lexical activation time for predicting achievement on both the Woodcock Johnson III Passage Comprehension and the Test of Adult Basic Education Reading Comprehension.

Effects of Wide Reading vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills

ERIC Educational Resources Information Center

Ari, Omer

2009-01-01

Fluency instruction has had limited effects on reading comprehension relative to reading rate and prosodic reading (Dowhower, 1987; Herman, 1985; National Institute of Child Health and Human Development, 2000a). More specific components (i.e., error detection) of comprehension may yield larger effects through exposure to a wider range of materials…

Roles of Morphological Awareness in the Reading Comprehension of Spanish-Speaking Language Minority Learners: Exploring Partial Mediation by Vocabulary and Reading Fluency

ERIC Educational Resources Information Center

Kieffer, Michael J.; Biancarosa, Gina; Mancilla-Martinez, Jeannette

2013-01-01

This study investigated the direct and indirect roles of morphological awareness reading comprehension for Spanish-speaking language minority learners reading in English. Multivariate path analysis was used to investigate the unique contribution of derivational morphological awareness to reading comprehension as well as its indirect contributions…

Exploring Relationships between Oral Reading Fluency and Reading Comprehension amongst English Second Language Readers in South Africa

ERIC Educational Resources Information Center

Pretorius, Elizabeth J.; Spaull, Nic

2016-01-01

Most analyses of oral reading fluency (ORF) are based on L1 reading, and the norms that have been developed in English are based on first language reading data. This is problematic for developing countries where many children are learning in English as a second language. The aim of the present study is to model the relationship between English…

The Impact of Fluency Intervention on the Oral Reading Fluency and Comprehension of Middle School Students with Learning Disabilities

ERIC Educational Resources Information Center

Russell, Janice M.

2012-01-01

Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001; NICHD, 2000a). One component of…

The Role of Reading Time Complexity and Reading Speed in Text Comprehension

ERIC Educational Resources Information Center

Wallot, Sebastian; O'Brien, Beth A.; Haussmann, Anna; Kloos, Heidi; Lyby, Marlene S.

2014-01-01

Reading speed is commonly used as an index of reading fluency. However, reading speed is not a consistent predictor of text comprehension, when speed and comprehension are measured on the same text within the same reader. This might be due to the somewhat ambiguous nature of reading speed, which is sometimes regarded as a feature of the reading…

A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students

ERIC Educational Resources Information Center

Trainin, Guy; Hiebert, Elfrieda H.; Wilson, Kathleen M.

2015-01-01

This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…

A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers

ERIC Educational Resources Information Center

Edmonds, Meaghan S.; Vaughn, Sharon; Wexler, Jade; Reutebuch, Colleen; Cable, Amory; Tackett, Kathryn Klingler; Schnakenberg, Jennifer Wick

2009-01-01

This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6-12) with reading difficulties. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. Twenty-nine studies were located and synthesized.…

Effects of Tier I Differentiation and Reading Intervention on Reading Fluency, Comprehension, and High Stakes Measures

ERIC Educational Resources Information Center

Jefferson, Ruth E.; Grant, Christina E.; Sander, Janay B.

2017-01-01

This quasi-experimental study examined differences in student reading outcomes. Participants were third grade non-struggling readers. Intervention classrooms included core curriculum instruction plus evidence-based reading comprehension instruction and differentiated repeated readings. Comparison classrooms provided core curriculum instruction…

The Role of Timing in Assessing Oral Reading Fluency and Comprehension in Kenya

ERIC Educational Resources Information Center

Piper, Benjamin; Zuilkowski, Stephanie Simmons

2016-01-01

Despite rapid growth in literacy-related programmes and evaluation in sub-Saharan Africa, little critical attention has been paid to the relevance of assumptions that underlie existing assessment methods. This study focuses on the issue of timing in the assessment of oral reading fluency, a critical component of successful reading (Chard, Vaughn,…

Text-fading based training leads to transfer effects on children's sentence reading fluency

PubMed Central

Nagler, Telse; Korinth, Sebastian P.; Linkersdörfer, Janosch; Lonnemann, Jan; Rump, Björn; Hasselhorn, Marcus; Lindberg, Sven

2015-01-01

Previous studies used a text-fading procedure as a training tool with the goal to increase silent reading fluency (i.e., proficient reading rate and comprehension). In recently published studies, this procedure resulted in lasting reading enhancements for adult and adolescent research samples. However, studies working with children reported mixed results. While reading rate improvements were observable for Dutch reading children in a text-fading training study, reading fluency improvements in standardized reading tests post-training attributable to the fading manipulation were not detectable. These results raise the question of whether text-fading training is not effective for children or whether research design issues have concealed possible transfer effects. Hence, the present study sought to investigate possible transfer effects resulting from a text-fading based reading training program, using a modified research design. Over a period of 3 weeks, two groups of German third-graders read sentences either with an adaptive text-fading procedure or at their self-paced reading rate. A standardized test measuring reading fluency at the word, sentence, and text level was conducted pre- and post-training. Text level reading fluency improved for both groups equally. Post-training gains at the word level were found for the text-fading group, however, no significant interaction between groups was revealed for word reading fluency. Sentence level reading fluency gains were found for the text-fading group, which significantly differed from the group of children reading at their self-paced reading routine. These findings provide evidence for the efficacy of text-fading as a training method for sentence reading fluency improvement also for children. PMID:25713554

Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension

ERIC Educational Resources Information Center

Willis, Judy

2008-01-01

Neurologist and middle school teacher Judy Willis connects what you do in the classroom to what happens in the brain when students learn how to read, including: (1) Why a classroom has to be safe and supportive in order to overcome barriers to reading fluency; (2) How to jumpstart students who are not well prepared for reading with activities that…

Temporal auditory processing at 17 months of age is associated with preliterate language comprehension and later word reading fluency: an ERP study.

PubMed

van Zuijen, Titia L; Plakas, Anna; Maassen, Ben A M; Been, Pieter; Maurits, Natasha M; Krikhaar, Evelien; van Driel, Joram; van der Leij, Aryan

2012-10-18

Dyslexia is heritable and associated with auditory processing deficits. We investigate whether temporal auditory processing is compromised in young children at-risk for dyslexia and whether it is associated with later language and reading skills. We recorded EEG from 17 months-old children with or without familial risk for dyslexia to investigate whether their auditory system was able to detect a temporal change in a tone pattern. The children were followed longitudinally and performed an intelligence- and language development test at ages 4 and 4.5 years. Literacy related skills were measured at the beginning of second grade, and word- and pseudo-word reading fluency were measured at the end of second grade. The EEG responses showed that control children could detect the temporal change as indicated by a mismatch response (MMR). The MMR was not observed in at-risk children. Furthermore, the fronto-central MMR amplitude correlated with preliterate language comprehension and with later word reading fluency, but not with phonological awareness. We conclude that temporal auditory processing differentiates young children at risk for dyslexia from controls and is a precursor of preliterate language comprehension and reading fluency. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

American Sign Language and Academic English: Factors Influencing the Reading of Bilingual Secondary School Deaf and Hard of Hearing Students.

PubMed

Scott, Jessica A; Hoffmeister, Robert J

2017-01-01

For many years, researchers have sought to understand the reading development of deaf and hard of hearing (DHH) students. Guided by prior research on DHH and hearing students, in this study we investigate the hypothesis that for secondary school DHH students enrolled in American Sign Language (ASL)/English bilingual schools for the deaf, academic English proficiency would be a significant predictor of reading comprehension alongside ASL proficiency. Using linear regression, we found statistically significant interaction effects between academic English knowledge and word reading fluency in predicting the reading comprehension scores of the participants. However, ASL remained the strongest and most consistent predictor of reading comprehension within the sample. Findings support a model in which socio-demographic factors, ASL proficiency, and word reading fluency are primary predictors of reading comprehension for secondary DHH students. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@.com.

Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory.

PubMed

Santos, Sandra; Cadime, Irene; Viana, Fernanda L; Chaves-Sousa, Séli; Gayo, Elena; Maia, José; Ribeiro, Iolanda

2017-02-01

Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students' reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC-n) and another with expository ones (TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Teaching Children to Become Fluent and Automatic Readers

PubMed Central

Kuhn, Melanie R.; Schwanenflugel, Paula J.; Morris, Robin D.; Morrow, Lesley Mandel; Woo, Deborah Gee; Meisinger, Elizabeth B.; Sevcik, Rose A.; Bradley, Barbara A.; Stahl, Steven A.

2009-01-01

The purpose of the study was to examine the effects of two instructional approaches designed to improve the reading fluency of 2nd-grade children. The first approach was based on Stahl and Heubach’s (2005) fluency-oriented reading instruction (FORI) and involved the scaffolded, repeated reading of grade-level texts over the course of each week. The second was a wide-reading approach that also involved scaffolded instruction. hut that incorporated the reading of 3 different grade-level texts each week and provicled significantly less opportunity for repetition. By the end of the school year. FORI and wide-reading approaches showed similar benefits for standardized measures of word reading efficiency and reading comprehension skills compared to control approachcs. although the benefits of the wide-reading approach emerged earlier and included oral text reading fluency skill. Thus, we conclude that fluency instruction that emphasizes extensive oral reading of grade-level text using scaffolded approaches is effective for promoting reading development in young learners. PMID:19946472

Is Earlier Better? Mastery of Reading Fluency in Early Schooling

ERIC Educational Resources Information Center

Park, Yonghan; Chaparro, Erin A.; Preciado, Jorge; Cummings, Kelli D.

2015-01-01

Research Findings: The goal of the present study was to provide empirical evidence for the importance of mastering reading fluency in early schooling. Study participants were 1,322 students in 3rd grade in 42 schools in a northwestern state. These students were assessed using a battery of reading skill tests as well as comprehensive tests of more…

Neural Correlates of Oral Word Reading, Silent Reading Comprehension, and Cognitive Subcomponents

ERIC Educational Resources Information Center

Xia, Zhichao; Zhang, Linjun; Hoeft, Fumiko; Gu, Bin; Gong, Gaolang; Shu, Hua

2018-01-01

The ability to read is essential for cognitive development. To deepen our understanding of reading acquisition, we explored the neuroanatomical correlates (cortical thickness; CT) of word-reading fluency and sentence comprehension efficiency in Chinese with a group of typically developing children (N = 21; 12 females and 9 males; age range…

Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

ERIC Educational Resources Information Center

Dickens, Rachel H.; Meisinger, Elizabeth B.

2016-01-01

The purpose of this study was to examine the effects of reading skill and reading modality (oral versus silent) on reading comprehension. A normative sample of sixth-grade students (N = 74) read texts aloud and silently and then answered questions about what they read. Skill in word reading fluency was assessed by the Test of Word Reading…

The Role of Morphological Awareness in Reading Comprehension among Typical and Learning Disabled Native Arabic Speakers

ERIC Educational Resources Information Center

Mahfoudhi, Abdessatar; Elbeheri, Gad; Al-Rashidi, Mousa; Everatt, John

2010-01-01

This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills,…

Effects of Fluency Instruction on Selection-Based and Topography-Based Comprehension Measures

ERIC Educational Resources Information Center

Barnes, Clarissa S.; Rehfeldt, Ruth Anne

2013-01-01

A multiple probe across participants design was used to assess the effects of an intervention package on reading fluency and section-based and topography-based comprehension tasks. Participants were three adolescents diagnosed with high functioning pervasive developmental disorders. The intervention package consisted of listen passage preview,…

The Utility and Accuracy of Oral Reading Fluency Score Types in Predicting Reading Comprehension

ERIC Educational Resources Information Center

Petscher, Yaacov; Kim, Young-Suk

2011-01-01

This study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) oral reading fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, the mean of all three passages, the mean of passages 2 and 3, and the score from passage 3) in predicting…

Extending Research on Oral Reading Fluency Measures, Reading Speed, and Comprehension

ERIC Educational Resources Information Center

Schall, Megan; Skinner, Christopher H.; Cazzell, Samantha; Ciancio, Dennis; Ruddy, Jonah; Thompson, Kelly

2016-01-01

Middle-school students completed a comprehension assessment. The following day, they read four, 120-word passages, two standard and two non-standard ransom-note passages with altered font sizes. Altering font sizes increased students' reading time (i.e., reduced reading speed) by an average of 3 s and decreased students' words correct per minute…

Character Reading Fluency, Word Segmentation Accuracy, and Reading Comprehension in L2 Chinese

ERIC Educational Resources Information Center

Shen, Helen H.; Jiang, Xin

2013-01-01

This study investigated the relationships between lower-level processing and general reading comprehension among adult L2 (second-language) beginning learners of Chinese, in both target and non-target language learning environments. Lower-level processing in Chinese reading includes the factors of character-naming accuracy, character-naming speed,…

Reading Fluency as an Indicator of Reading Comprehension

ERIC Educational Resources Information Center

Basaran, Mustafa

2013-01-01

This study examined the relationship between fourth grade primary school students' reading habits/conditions/ situations and their comprehension regarding what they read. For this purpose, a correlational survey method was used in the study. 90 fourth-grade students who were attending a state primary school in the center of Ku¨tahya participated…

Impacts of Comprehensive Reading Instruction on Diverse Outcomes of Low- and High-Achieving Readers

ERIC Educational Resources Information Center

Guthrie, John T.; McRae, Angela; Coddington, Cassandra S.; Klauda, Susan Lutz; Wigfield, Allan; Barbosa, Pedro

2009-01-01

Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the…

Identifying Children in Middle Childhood Who Are at Risk for Reading Problems.

PubMed

Speece, Deborah L; Ritchey, Kristen D; Silverman, Rebecca; Schatschneider, Christopher; Walker, Caroline Y; Andrusik, Katryna N

2010-06-01

The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children's reading skills, academic competence, and attention. Children were classified as not-at-risk or at-risk readers based on a three-factor model reflecting reading comprehension, word recognition/decoding, and word fluency. Predictors of reading status included group-administered tests of reading comprehension, silent word reading fluency, and teacher ratings of reading problems. Inclusion of individually administered tests and growth estimates did not add substantial variance. The receiver-operator characteristic curve analysis yielded an area under the curve index of 0.90, suggesting this model may both accurately and efficiently screen older elementary students with reading problems.

In search of methods enhancing fluency in reading: An examination of the relations between time constraints and processes of reading in readers of German.

PubMed

Bar-Kochva, Irit; Hasselhorn, Marcus

2015-12-01

The attainment of fluency in reading is a major difficulty for reading-disabled people. Manipulations applied on the presentation of texts, leading to "on-line" effects on reading (i.e., while texts are manipulated), are one direction of examinations in search of methods affecting reading. The imposing of time constraints, by deleting one letter after the other from texts presented on a computer screen, has been established as such a method. In an attempt to further understand its nature, we tested the relations between time constraints and processes of reading: phonological decoding of small orthogrpahic units and the addressing of orthographic representations from the mental lexicon. We also examined whether the type of orthogrpahic unit deleted (lexical, sublexical, or nonlexical unit) has any additional effect. Participants were German fifth graders with (n = 29) or without (n = 34) reading disability. Time constraints enhanced fluency in reading in both groups, and to a similar extent, across conditions. Comprehension was unimpaired. These results place the very principle of time constraints, regardless of the orthographic unit manipulated, as a critical factor affecting fluency in reading. However, phonological decoding explained a significant amount of variance in fluency in reading across all conditions in reading-disabled children, whereas the addressing of orthographic representations was the consistent predictor of fluency in reading in regular readers. These results indicate a qualitative difference in the processes explaining the variance in fluency in reading in regular and reading-disabled readers and suggest that time constraints might not have an effect on the relations between these processes and reading performance. Copyright © 2015 Elsevier Inc. All rights reserved.

Executive functions in becoming writing readers and reading writers: note taking and report writing in third and fifth graders.

PubMed

Altemeier, Leah; Jones, Janine; Abbott, Robert D; Berninger, Virginia W

2006-01-01

Results are reported for a study of 2 separate processes of report writing-taking notes while reading source material and composing a report from those notes-and related individual differences in executive functions involved in integrating reading and writing during these writing activities. Third graders (n = 122) and 5th graders (n = 106; overall, 127 girls and 114 boys) completed two reading-writing tasks-read paragraph (mock science text)-write notes and use notes to generate written report, a reading comprehension test, a written expression test, four tests of executive functions (inhibition, verbal fluency, planning, switching attention), and a working memory test. For the read-take notes task, the same combination of variables was best (explained the most variance and each variable added unique variance) for 3rd graders and 5th graders: Wechsler Individual Achievement Test-Second Edition (WIAT-II) Reading Comprehension, Process Assessment of the Learner Test for Reading and Writing (PAL) Copy Task B, WIAT-II Written Expression, and Delis-Kaplan Executive Function System (D-KEFS) Inhibition. For the use notes to write report task, the best combinations of variables depended on grade level: For 3rd graders, WIAT-II Reading Comprehension, WIAT-II Written Expression, D-KEFS Verbal Fluency, and Tower of Hanoi; for 5th graders, WIAT-II Reading Comprehension, D-KEFS Verbal Fluency, WIAT-II Written Expression, and PAL Alphabet Task. These results add to prior research findings that executive functions contribute to the writing development of elementary-grade students and additionally support the hypothesis that executive functions play a role in developing reading-writing connections.

A Longitudinal Investigation of Direct and Indirect Links between Reading Skills in Kindergarten and Reading Comprehension in Tenth Grade

ERIC Educational Resources Information Center

Stanley, Christopher T.; Petscher, Yaacov; Catts, Hugh

2018-01-01

In this study, researchers examined the extent to which several fundamental measures of reading proficiency from kindergarten students (N = 3180) were linked to reading comprehension in tenth grade while controlling for third grade vocabulary and oral reading fluency. Analyses tested the direct and indirect relations between and among…

Novel Approaches to Examine Passage, Student, and Question Effects on Reading Comprehension

PubMed Central

Miller, Amanda C.; Davis, Nicole; Gilbert, Jennifer K.; Cho, Sun-Joo; Toste, Jessica R.; Street, James; Cutting, Laurie E.

2014-01-01

Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random-effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and student characteristics influenced students’ (n = 94; mean age = 11.97 years) performance on two indicators of reading comprehension: different types of comprehension questions and passage fluency. We found that variables related to word recognition, language, and executive function were influential across various types of passages and comprehension questions and also predicted a reader’s passage fluency. Further, an exploratory analysis of two-way interaction effects was conducted. Results suggest that understanding the relative influence of passage, question, and student variables has implications for identifying struggling readers and designing interventions to address their individual needs. PMID:24535914

Read with a Beat: Developing Literacy through Music and Song (Teaching Reading).

ERIC Educational Resources Information Center

Kolb, Gayla R.

1996-01-01

Argues that the singing-reading connective helps children learn to read and fosters a love for reading. Discusses integrating music with reading and notes various activities designed to extend the singing-reading experience, involving book concepts, sight vocabulary, reading comprehension, and fluency. (SR)

Teaching Rural Students with Learning Disabilities: A Paraphrasing Strategy to Increase Comprehension of Main Ideas.

ERIC Educational Resources Information Center

Ellis, Edwin S.; Graves, Anne W.

1990-01-01

Among 68 rural learning-disabled students in grades 5-7 having moderate decoding fluency and high decoding accuracy, a paraphrasing cognitive strategy increased reading comprehension of main ideas more effectively than repeated readings or control training. Paraphrasing plus repeated readings was no more effective than paraphrasing alone. Contains…

White matter microstructure integrity in relation to reading proficiency☆.

PubMed

Nikki Arrington, C; Kulesz, Paulina A; Juranek, Jenifer; Cirino, Paul T; Fletcher, Jack M

2017-11-01

Components of reading proficiency such asaccuracy, fluency, and comprehension require the successful coordination of numerous, yet distinct, cortical regions. Underlying white matter tracts allow for communication among these regions. This study utilized unique residualized tract - based spatial statistics methodology to identify the relations of white matter microstructure integrity to three components of reading proficiency in 49 school - aged children with typically developing phonological decoding skills and 27 readers with poor decoders. Results indicated that measures of white matter integrity were differentially associated with components of reading proficiency. In both typical and poor decoders, reading comprehension correlated with measures of integrity of the right uncinate fasciculus; reading comprehension was also related to the left inferior longitudinal fasciculus in poor decoders. Also in poor decoders, word reading fluency was related to the right uncinate and left inferior fronto - occipital fasciculi. Word reading was unrelated to white matter integrity in either group. These findings expand our knowledge of the association between white matter integrity and different elements of reading proficiency. Copyright © 2017 Elsevier Inc. All rights reserved.

The Influence of Teacher Epistemology and Practice on Student Engagement in Literacy Learning

ERIC Educational Resources Information Center

Bock, Amanda K.; Erickson, Karen A.

2015-01-01

Learning to read with comprehension requires that students acquire and integrate an increasingly complex set of skills. Students with severe disabilities are often seen as incapable of mastering and integrating the skills required for reading with fluency and comprehension, a presumption that results in decreased access to comprehensive reading…

Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders.

PubMed

Denton, Carolyn A; Tolar, Tammy D; Fletcher, Jack M; Barth, Amy E; Vaughn, Sharon; Francis, David J

2013-08-01

This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also evaluated were cognitive characteristics of students with inadequate response to intensive Tier 3 intervention. Students were randomized to receive the research intervention ( N = 47) or the instruction and intervention typically provided in their schools ( N = 25). Results indicated that students who received the research intervention made significantly better growth than those who received typical school instruction on measures of word identification, phonemic decoding, and word reading fluency and on a measure of sentence- and paragraph-level reading comprehension. Treatment effects were smaller and not statistically significant on phonemic decoding efficiency, text reading fluency, and reading comprehension in extended text. Effect sizes for all outcomes except oral reading fluency met criteria for substantive importance; however, many of the students in the intervention continued to struggle. An evaluation of cognitive profiles of adequate and inadequate responders was consistent with a continuum of severity (as opposed to qualitative differences), showing greater language and reading impairment prior to the intervention in students who were inadequate responders.

Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders

PubMed Central

Denton, Carolyn A.; Tolar, Tammy D.; Fletcher, Jack M.; Barth, Amy E.; Vaughn, Sharon; Francis, David J.

2013-01-01

This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also evaluated were cognitive characteristics of students with inadequate response to intensive Tier 3 intervention. Students were randomized to receive the research intervention (N = 47) or the instruction and intervention typically provided in their schools (N = 25). Results indicated that students who received the research intervention made significantly better growth than those who received typical school instruction on measures of word identification, phonemic decoding, and word reading fluency and on a measure of sentence- and paragraph-level reading comprehension. Treatment effects were smaller and not statistically significant on phonemic decoding efficiency, text reading fluency, and reading comprehension in extended text. Effect sizes for all outcomes except oral reading fluency met criteria for substantive importance; however, many of the students in the intervention continued to struggle. An evaluation of cognitive profiles of adequate and inadequate responders was consistent with a continuum of severity (as opposed to qualitative differences), showing greater language and reading impairment prior to the intervention in students who were inadequate responders. PMID:25308995

Derivational Morphology in Reading Comprehension of Chinese-Speaking Learners of English: A Longitudinal Structural Equation Modeling Study

ERIC Educational Resources Information Center

Zhang, Dongbo

2017-01-01

This longitudinal study examined the contribution of morphological awareness to English as a Second Language (ESL) reading comprehension. Young Chinese-speaking ESL learners completed twice with a one-year interval the same set of tasks that measured derivational awareness, vocabulary breadth, fluency of reading derived words, and passage…

Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties

PubMed Central

Denton, Carolyn A.; Wexler, Jade; Vaughn, Sharon; Bryan, Deanna

2012-01-01

This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6–8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school’s remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school’s typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers’ ratings of students’ social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation for these students is needed. PMID:22736893

Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers.

PubMed Central

Kamps, D M; Barbetta, P M; Leonard, B R; Delquadri, J

1994-01-01

A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance. PMID:8188563

Reading Comprehension in a Large Cohort of French First Graders from Low Socio-Economic Status Families: A 7-Month Longitudinal Study

PubMed Central

Gentaz, Edouard; Sprenger-Charolles, Liliane; Theurel, Anne; Colé, Pascale

2013-01-01

Background The literature suggests that a complex relationship exists between the three main skills involved in reading comprehension (decoding, listening comprehension and vocabulary) and that this relationship depends on at least three other factors orthographic transparency, children’s grade level and socioeconomic status (SES). This study investigated the relative contribution of the predictors of reading comprehension in a longitudinal design (from beginning to end of the first grade) in 394 French children from low SES families. Methodology/Principal findings Reading comprehension was measured at the end of the first grade using two tasks one with short utterances and one with a medium length narrative text. Accuracy in listening comprehension and vocabulary, and fluency of decoding skills, were measured at the beginning and end of the first grade. Accuracy in decoding skills was measured only at the beginning. Regression analyses showed that listening comprehension and decoding skills (accuracy and fluency) always significantly predicted reading comprehension. The contribution of decoding was greater when reading comprehension was assessed via the task using short utterances. Between the two assessments, the contribution of vocabulary, and of decoding skills especially, increased, while that of listening comprehension remained unchanged. Conclusion/Significance These results challenge the ‘simple view of reading’. They also have educational implications, since they show that it is possible to assess decoding and reading comprehension very early on in an orthography (i.e., French), which is less deep than the English one even in low SES children. These assessments, associated with those of listening comprehension and vocabulary, may allow early identification of children at risk for reading difficulty, and to set up early remedial training, which is the most effective, for them. PMID:24250802

Creating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension

ERIC Educational Resources Information Center

Ellery, Valerie

2004-01-01

This comprehensive resource can be used by teachers to align instruction with current standards and to give students the best possible foundation for reading achievement. Organized around the five essential components of reading instruction identified in the report of the U.S. National Reading Panel, this book: (1) Lays the groundwork for creating…

Reading Strategies for Students with Mild Disabilities

ERIC Educational Resources Information Center

Boyle, Joseph R.

2008-01-01

Teaching children with mild disabilities to read can be a challenging task for even the most seasoned teacher. In order to be successful, teachers need to be knowledgeable about the big five of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000). While the ultimate goal of reading is…

Fluency Gains in Struggling College Readers from Wide Reading and Repeated Readings

ERIC Educational Resources Information Center

Ari, Omer

2015-01-01

Effects of wide reading and repeated readings were examined on struggling college readers' silent reading rate and reading comprehension relative to a vocabulary study control condition. Randomly assigned to a condition, community college students (N = 30) completed 25-min sessions individually in class three times a week for three weeks.…

Prediction and Stability of Reading Problems in Middle Childhood

ERIC Educational Resources Information Center

Ritchey, Kristen D.; Silverman, Rebecca D.; Schatschneider, Christopher; Speece, Deborah L.

2015-01-01

The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (= 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader…

Adapting Self-Selected Reading Practices for College-Level Developmental Reading Courses

ERIC Educational Resources Information Center

Flink, Patrick J.

2017-01-01

Reading comprehension and fluency issues are the most significant challenges facing adult, developmental reading students in community colleges. While a great deal of focus has been on improving developmental reading instruction, there is a lack of attention, and research, on how to best improve students' actual reading. Self-selected reading…

Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study

PubMed Central

Savelli, Enrico; Termine, Cristiano

2015-01-01

Background. Confrontation naming tasks are useful in the assessment of children with learning and language disorders. Objectives. The aims of this study were (1) providing longitudinal data on confrontation naming; (2) investigating the role of socioeconomic status (SES), intelligence, age, and gender in confrontation naming; (3) identifying relationship between confrontation naming and reading abilities (fluency, accuracy, and comprehension). Method. A five-year longitudinal investigation of confrontation naming (i.e., the Boston Naming Test (BNT)) in a nonclinical sample of Italian primary school children was conducted (n = 126), testing them at the end of each school year, to assess nonverbal intelligence, confrontation naming, and reading abilities. Results. Performance on the BNT emerged as a function of IQ and SES. Significant correlations between confrontation naming and reading abilities, especially comprehension, were found; BNT scores correlated better with reading fluency than with reading accuracy. Conclusions. The longitudinal data obtained in this study are discussed with regard to reading abilities, intelligence, age, gender, and socioeconomic status. PMID:26124541

Readers Theatre plus Comprehension and Word Study

ERIC Educational Resources Information Center

Young, Chase; Stokes, Faida; Rasinski, Timothy

2017-01-01

Readers Theatre has been used to introduce critical issues, promote fluency among English learners and non-English learners, teach vocabulary, and integrate content in the classroom. Previous studies of Readers Theatre application have demonstrated an increase in student reading fluency, motivation, and confidence. The focus of this systemic…

Effects of a Decoding Program on a Child with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Infantino, Josephine; Hempenstall, Kerry

2006-01-01

This case study examined the effects of a parent-presented Direct Instruction decoding program on the reading and language skills of a child with high functioning Autism Spectrum Disorder. Following the 23 hour intervention, reading comprehension, listening comprehension and fluency skills improved to grade level, whilst statistically significant…

The Sixth Pillar of Reading Instruction: Knowledge Development

ERIC Educational Resources Information Center

Cervetti, Gina N.; Hiebert, Elfrieda H.

2015-01-01

The National Reading Panel (NRP) identified five pillars, or essential components, of reading instruction that lead to the highest chance of reading success--phonemic awareness, phonics, fluency, vocabulary, and comprehension. A decade after the NRP's report, the majority of US states adopted the Common Core State Standards/English Language Arts…

Achieve3000®. Beginning Reading. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2018

2018-01-01

"Achieve3000®" is a supplemental online literacy program that provides nonfiction reading content to students in grades preK-12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. "Achieve3000®" is designed to help students advance their nonfiction reading skills…

Lotta Lara: A Promising Biliterate Reading Strategy

ERIC Educational Resources Information Center

Butvilofsky, Sandra A.; Sparrow, Wendy; Roberson, Nathan D.; Hopewell, Susan

2017-01-01

This quasi-experimental study tested the efficacy of a research based biliterate reading strategy, Lotta Lara, that is part of a larger paired literacy instructional program. Its purpose was to investigate whether the biliterate reading strategy, which focuses on reading fluency, comprehension, and oracy through whole group instruction, impacted…

Improvements in Interval Time Tracking and Effects on Reading Achievement

ERIC Educational Resources Information Center

Taub, Gordon E.; McGrew, Kevin S.; Keith, Timothy Z.

2007-01-01

This study examined the effect of improvements in timing/rhythmicity on students' reading achievement. 86 participants completed pre- and post-test measures of reading achievement (i.e., Woodcock-Johnson III, Comprehensive Test of Phonological Processing, Test of Word Reading Efficiency, and Test of Silent Word Reading Fluency). Students in the…

Effective Strategies Used to Increase Early Reading Skills for Students in Third Grade

ERIC Educational Resources Information Center

Jones, LaQuanta

2013-01-01

Reading research indicates a student's academic achievement is connected to his or her reading ability (Tindall & Nisbet, 2010). Children do not have sufficient reading skills because they lack the literacy skills necessary to be successful readers. These fundamental areas include phonics, reading comprehension, fluency, alphabetic awareness,…

Physical activity and sedentary time in relation to academic achievement in children.

PubMed

Haapala, Eero A; Väistö, Juuso; Lintu, Niina; Westgate, Kate; Ekelund, Ulf; Poikkeus, Anna-Maija; Brage, Soren; Lakka, Timo A

2017-06-01

To investigate the independent and combined associations of objectively measured moderate-to-vigorous physical activity (MVPA) and sedentary time (ST) with reading and arithmetic skills. Cross-sectional/prospective. Participants were 89 boys and 69 girls aged 6-8 years. MVPA and ST were measured using a combined heart rate and movement sensor and body fat percentage by dual-energy X-ray absorptiometry in Grade 1. Reading fluency, reading comprehension, and arithmetic skills were assessed using standardized tests in Grades 1-3. The data were analyzed using linear regression analyses and analyses of covariance with repeated measures. In boys, MVPA was directly and ST inversely associated with reading fluency in Grades 1-3 and arithmetic skills in Grade 1 (P<0.05). Higher levels of MVPA were also related to better reading comprehension in Grade 1 (P<0.05). Most of the associations of MVPA and ST with reading and arithmetic skills attenuated after mutual adjustment for MVPA or ST. Furthermore, boys with a combination of lower levels of MVPA and higher levels of ST had consistently poorer reading fluency (P=0.002) and reading comprehension (P=0.027) across Grades 1-3 than other boys. In girls, ST was directly associated with arithmetic skills in Grade 2 (P<0.05). However, this relationship of ST with arithmetic skills was no longer significant after adjustment for body fat percentage. Lower levels of MVPA and higher levels of ST and particularly their combination were related to poorer reading skills in boys. In girls, higher levels of ST were related to better arithmetic skills. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years

PubMed Central

Elhassan, Zena; Crewther, Sheila G.; Bavin, Edith L.

2017-01-01

Research examining phonological awareness (PA) contributions to reading in established readers of different skill levels is limited. The current study examined the contribution of PA to phonological decoding, visual word recognition, reading rate, and reading comprehension in 124 fourth to sixth grade children (aged 9–12 years). On the basis of scores on the FastaReada measure of reading fluency participants were allocated to one of three reading ability categories: dysfluent (n = 47), moderate (n = 38) and fluent (n = 39). For the dysfluent group, PA contributed significantly to all reading measures except rate, but in the moderate group only to phonological decoding. PA did not influence performances on any of the reading measures examined for the fluent reader group. The results support the notion that fluency is characterized by a shift from conscious decoding to rapid and accurate visual recognition of words. Although PA may be influential in reading development, the results of the current study show that it is not sufficient for fluent reading. PMID:28443048

The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years.

PubMed

Elhassan, Zena; Crewther, Sheila G; Bavin, Edith L

2017-01-01

Research examining phonological awareness (PA) contributions to reading in established readers of different skill levels is limited. The current study examined the contribution of PA to phonological decoding, visual word recognition, reading rate, and reading comprehension in 124 fourth to sixth grade children (aged 9-12 years). On the basis of scores on the FastaReada measure of reading fluency participants were allocated to one of three reading ability categories: dysfluent ( n = 47), moderate ( n = 38) and fluent ( n = 39). For the dysfluent group, PA contributed significantly to all reading measures except rate, but in the moderate group only to phonological decoding. PA did not influence performances on any of the reading measures examined for the fluent reader group. The results support the notion that fluency is characterized by a shift from conscious decoding to rapid and accurate visual recognition of words. Although PA may be influential in reading development, the results of the current study show that it is not sufficient for fluent reading.

Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension

ERIC Educational Resources Information Center

Solari, Emily J.; Denton, Carolyn A.; Petscher, Yaacov; Haring, Christa

2018-01-01

This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading,…

Monocular oral reading after treatment of dense congenital unilateral cataract

PubMed Central

Birch, Eileen E.; Cheng, Christina; Christina, V; Stager, David R.

2010-01-01

Background Good long-term visual acuity outcomes for children with dense congenital unilateral cataracts have been reported following early surgery and good compliance with postoperative amblyopia therapy. However, treated eyes rarely achieve normal visual acuity and there has been no formal evaluation of the utility of the treated eye for reading. Methods Eighteen children previously treated for dense congenital unilateral cataract were tested monocularly with the Gray Oral Reading Test, 4th edition (GORT-4) at 7 to 13 years of age using two passages for each eye, one at grade level and one at +1 above grade level. In addition, right eyes of 55 normal children age 7 to 13 served as a control group. The GORT-4 assesses reading rate, accuracy, fluency, and comprehension. Results Visual acuity of treated eyes ranged from 0.1 to 2.0 logMAR and of fellow eyes from −0.1 to 0.2 logMAR. Treated eyes scored significantly lower than fellow and normal control eyes on all scales at grade level and at +1 above grade level. Monocular reading rate, accuracy, fluency, and comprehension were correlated with visual acuity of treated eyes (rs = −0.575 to −0.875, p < 0.005). Treated eyes with 0.1-0.3 logMAR visual acuity did not differ from fellow or normal control eyes in rate, accuracy, fluency, or comprehension when reading at grade level or at +1 above grade level. Fellow eyes did not differ from normal controls on any reading scale. Conclusions Excellent visual acuity outcomes following treatment of dense congenital unilateral cataracts are associated with normal reading ability of the treated eye in school-age children. PMID:20603057

Individual and group sensitivity to remedial reading program design: Examining reading gains across three middle school reading projects

PubMed Central

Calhoon, Mary Beth; Petscher, Yaacov

2015-01-01

The purpose of this project was to examine group- and individual-level responses by struggling adolescents readers (6th – 8th grades; N = 155) to three different modalities of the same reading program, Reading Achievement Multi-Component Program (RAMP-UP). The three modalities differ in the combination of reading components (phonological decoding, spelling, fluency, comprehension) that are taught and their organization. Latent change scores were used to examine changes in phonological decoding, fluency, and comprehension for each modality at the group level. In addition, individual students were classified as gainers versus non-gainers (a reading level increase of a year or more vs. less than one year) so that characteristics of gainers and differential sensitivity to instructional modality could be investigated. Findings from both group and individual analyses indicated that reading outcomes were related to modalities of reading instruction. Furthermore, differences in reading gains were seen between students who began treatment with higher reading scores than those with lower reading scores; dependent on modality of treatment. Results, examining group and individual analyses similarities and differences, and the effect the different modalities have on reading outcomes for older struggling readers will be discussed. PMID:25657503

Scientifically-Based Reading Research: A Primer for Adult and Family Literacy Educators. Research to Practice.

ERIC Educational Resources Information Center

Padak, Nancy; Rasinski, Tim; Mraz, Maryann

The National Reading Panel (NRP) reviewed quantitative reading research focusing on grades K-3 to identify methods leading to reading success. The following areas were identified as key areas in the process of beginning to read: (1) phonemic awareness; (2) phonics; (3) fluency; (4) vocabulary; and (5) comprehension. The research findings were…

What We Want: Boys and Girls Talk about Reading

ERIC Educational Resources Information Center

Boltz, Robin H.

2007-01-01

Most school-age boys score lower than girls at every level on standardized tests of reading comprehension in almost every country where tested. The amount of reading that a child does is directly related to reading fluency; the more one reads, the more proficient one becomes. After reviewing theories and research studies investigating why boys…

Reading Apprenticeship[R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Reading Apprenticeship"[R] is an instructional approach that intends to help middle school, high school, and community college students develop skills and knowledge to improve their engagement, fluency, and comprehension of content-area materials and texts. To achieve these goals, "Reading Apprenticeship"[R] provides a range…

A Comparison of Computer-Based and Multisensory Interventions on At-Risk Students' Reading Achievement

ERIC Educational Resources Information Center

Reed, Marissa S.

2013-01-01

Over thirty years of extant literature exists regarding reading instruction, yet consensus in the field continues to diverge in the area of reading intervention. Despite the establishment of research-based programs in all five areas of reading (phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension), educators continue to…

Reading Assessment: Reading Fluency, Reading Fluently, and Comprehension--Commentary on the Special Topic

ERIC Educational Resources Information Center

Hosp, John L.; Suchey, Nicole

2014-01-01

Over the past few decades, reading assessment has been pushed to the forefront of the national discussion about education. The most recent reauthorizations of the Elementary and Secondary Education Act (1994, 2001) made assessment a priority as administrators and teachers are attempting to meet increasing accountability standards, but measuring…

Deaf Students' Reading and Writing in College: Fluency, Coherence, and Comprehension

ERIC Educational Resources Information Center

Albertini, John A.; Marschark, Marc; Kincheloe, Pamela J.

2016-01-01

Research in discourse reveals numerous cognitive connections between reading and writing. Rather than one being the inverse of the other, there are parallels and interactions between them. To understand the variables and possible connections in the reading and writing of adult deaf students, we manipulated writing conditions and reading texts.…

Reading for Meaning in Dyslexic and Young Children: Distinct Neural Pathways but Common Endpoints

ERIC Educational Resources Information Center

Schulz, Enrico; Maurer, Urs; van der Mark, Sanne; Bucher, Kerstin; Brem, Silvia; Martin, Ernst; Brandeis, Daniel

2009-01-01

Developmental dyslexia is a highly prevalent and specific disorder of reading acquisition characterised by impaired reading fluency and comprehension. We have previously identified fMRI- and ERP-based neural markers of impaired sentence reading in dyslexia that indicated both deviant basic word processing and deviant semantic incongruency…

Technical Adequacy of the easyCBM Grade 2 Reading Measures. Technical Report #1004

ERIC Educational Resources Information Center

Jamgochian, Elisa; Park, Bitnara Jasmine; Nese, Joseph F. T.; Lai, Cheng-Fei; Saez, Leilani; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

2010-01-01

In this technical report, we provide reliability and validity evidence for the easyCBM[R] Reading measures for grade 2 (word and passage reading fluency and multiple choice reading comprehension). Evidence for reliability includes internal consistency and item invariance. Evidence for validity includes concurrent, predictive, and construct…

Oral Reading Miscues and Their Relation to Silent Reading Comprehension in Children with and without Learning Disabilities

ERIC Educational Resources Information Center

Dennis, Minyi Shih; Bryant, Brian R.; Calhoon, Mary Beth

2016-01-01

Oral reading fluency (ORF) has been widely used as a measure of students' overall reading competency. However, accuracy, or words correct per minute (wcpm), derived from ORF testing may not reveal all aspects of a student's reading abilities. The present study investigated the oral reading miscue patterns of students with and without learning…

Achieve3000®. Adolescent Literacy. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2018

2018-01-01

"Achieve3000®" is a supplemental online literacy program that provides nonfiction reading content to students in grades preK-12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. "Achieve3000®" is designed to help students advance their nonfiction reading skills…

Academy of READING®. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

"Academy of READING"® is an online program that aims to improve students' reading skills using a structured and sequential approach to learning in five core areas--phonemic awareness, phonics, fluency, vocabulary, and comprehension. The What Works Clearinghouse (WWC) identified 38 studies of "Academy of READING"® for adolescent…

Herman Method[TM]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

The "Herman Method"[TM] teaches reading in small groups of up to three students. The curriculum provides instruction in phonemic awareness, phonics, fluency, vocabulary, and reading comprehension, while also teaching spelling and writing. It contains 20 modules of instruction through a fifth grade level. Each module includes a reading,…

The Melding of Literacy Strategies to Enhance Reading Fluency, Comprehension, and Enjoyment

ERIC Educational Resources Information Center

Weih, Timothy G.

2013-01-01

This report describes an individualized literacy intervention program that was developed for a fifth grade boy who struggled with reading. Based upon informal assessment and evaluation procedures, the following literacy strategies were taught within a one-to-one instructional setting: Repeated Readings, Personal Vocabulary Journal, Phonemic…

The Effects of Explicit Word Recognition Training on Japanese EFL Learners

ERIC Educational Resources Information Center

Burrows, Lance; Holsworth, Michael

2016-01-01

This study is a quantitative, quasi-experimental investigation focusing on the effects of word recognition training on word recognition fluency, reading speed, and reading comprehension for 151 Japanese university students at a lower-intermediate reading proficiency level. Four treatment groups were given training in orthographic, phonological,…

Effects of Reading Comprehension and Fluency Abilities on the N400 Event-Related Potential

ERIC Educational Resources Information Center

Nelson, Annie Hirt

2010-01-01

The purpose of this study is to add to the knowledge of reading development by investigating reading processes from a neurocognitive and educational perspective. This study seeks to provide some insight about reading development for the neuroscience field. The goals of this study are to attain a clearer picture of reading development by using both…

Effectiveness and Efficiency of Reading Error Correction Procedures on the Reading Accuracy, Reading Fluency, and Reading Comprehension of Fourth Grade Students

ERIC Educational Resources Information Center

Wallace, Jennifer N.

2013-01-01

As education law evolves, educators are faced with difficult decisions regarding curriculum, prevention programs, and intervention strategies to use with their students. The use of evidence-based strategies for all academic skill areas, including reading, has become increasingly common in schools. Twenty-four 4th grade students participated in an…

Comparison of Repeated and Non-Repeated Readings on the Reading Performances of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Escarpio, Raul; Barbetta, Patricia M.

2016-01-01

This study used an alternating treatments design to compare the effects of three conditions on the reading fluency, errors, and comprehension of four, sixth-grade students with emotional and behavioral disorders (EBD) who were struggling readers. The conditions were (a) repeated readings in which participants read three times a passage of 100 or…

Revisiting the Relations between the WJ-IV Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement during the School-Age Years

ERIC Educational Resources Information Center

Cormier, Damien C.; McGrew, Kevin S.; Bulut, Okan; Funamoto, Allyson

2017-01-01

This study examined associations between broad cognitive abilities (Fluid Reasoning [Gf], Short-Term Working Memory [Gwm], Long-Term Storage and Retrieval [Glr], Processing Speed [Gs], Comprehension-Knowledge [Gc], Visual Processing [Gv], and Auditory Processing [Ga]) and reading achievement (Basic Reading Skills, Reading Rate, Reading Fluency,…

Nudging Fledgling Teen Readers from the Nest: From Round Robin to Real Reading

ERIC Educational Resources Information Center

Fair, Ginni Chase; Combs, Dorie

2011-01-01

Middle and Secondary teachers often find it difficult to help their students read textbooks and other instructional materials. In order to ensure they read the text, teachers may rely on "round robin reading" and other ineffective strategies. In this article, the authors explain why this strategy hinders comprehension, fluency and development of…

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

ERIC Educational Resources Information Center

Landa, Katrina G.; Barbetta, Patricia M.

2017-01-01

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…

Open Court Reading©. What Works Clearinghouse Intervention Report. Updated October 2014

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

"Open Court Reading©" is a reading program for grades K-6 published by McGraw-Hill Education that is designed to teach decoding, comprehension, inquiry, and writing in a three-part logical progression. Part One of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part…

Open Court Reading[c]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"Open Court Reading"[c] is a core reading program for grades K-6 developed by SRA/McGraw-Hill that is designed to teach decoding, comprehension, inquiry, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part 2, Reading…

A Longitudinal Investigation of Early Reading and Language Skills in Children with Poor Reading Comprehension

ERIC Educational Resources Information Center

Nation, Kate; Cocksey, Joanne; Taylor, Jo S. H.; Bishop, Dorothy V. M.

2010-01-01

Background: Poor comprehenders have difficulty comprehending connected text, despite having age-appropriate levels of reading accuracy and fluency. We used a longitudinal design to examine earlier reading and language skills in children identified as poor comprehenders in mid-childhood. Method: Two hundred and forty-two children began the study at…

The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools

ERIC Educational Resources Information Center

Reis, Sally M.; McCoach, D. Betsy; Little, Catherine A.; Muller, Lisa M.; Kaniskan, R. Burcu

2011-01-01

This experimental study examined the effect of a differentiated, enriched reading program on students' oral reading fluency and comprehension using the schoolwide enrichment model-reading (SEM-R). Treatment and control conditions were randomly assigned to 63 teachers and 1,192 second through fifth grade students across five elementary schools.…

Response variability in rapid automatized naming predicts reading comprehension

PubMed Central

Li, James J.; Cutting, Laurie E.; Ryan, Matthew; Zilioli, Monica; Denckla, Martha B.; Mahone, E. Mark

2009-01-01

A total of 37 children ages 8 to 14 years, screened for word-reading difficulties (23 with attention-deficit/hyperactivity disorder, ADHD; 14 controls) completed oral reading and rapid automatized naming (RAN) tests. RAN trials were segmented into pause and articulation time and intraindividual variability. There were no group differences on reading or RAN variables. Color- and letter-naming pause times and number-naming articulation time were significant predictors of reading fluency. In contrast, number and letter pause variability were predictors of comprehension. Results support analysis of subcomponents of RAN and add to literature emphasizing intraindividual variability as a marker for response preparation, which has relevance to reading comprehension. PMID:19221923

What Does the CBM-Maze Test Measure?

ERIC Educational Resources Information Center

Muijselaar, Marloes M. L.; Kendeou, Panayiota; de Jong, Peter F.; van den Broek, Paul W.

2017-01-01

In this study, we identified the code-related (decoding, fluency) and language comprehension (vocabulary, listening comprehension) demands of the CBM-Maze test, a formative assessment, and compared them to those of the Gates-MacGinitie test, a standardized summative assessment. The demands of these reading comprehension tests and their…

Improving Reading Achievement through the Implementation of a Balanced Literacy Approach.

ERIC Educational Resources Information Center

Arkebauer, Cynthia; MacDonald, Christine; Palmer, Crystal

This report describes a program for increasing students' reading fluency and comprehension by giving them a variety of skills and strategies. The targeted population consisted of two elementary schools in a growing, lower to middle class community, located in central Illinois. The problems of lack of reading strategies were documented through data…

12 Texts That Facilitate Authentic Reading Strategies for Novice, Experimenting, and Proficient Readers

ERIC Educational Resources Information Center

Hill, K. Dara

2017-01-01

The current climate of reading instruction calls for fluency strategies that stress automaticity, accuracy, and prosody, within the scope of prescribed reading programs that compromise teacher autonomy, with texts that are often irrelevant to the students' experiences. Consequently, accuracy and speed are developed, but deep comprehension is…

Reciprocal Peer Tutoring and Repeated Reading: Increasing Practicality Using Student Groups

ERIC Educational Resources Information Center

Oddo, Maria; Barnett, David W.; Hawkins, Renee O.; Musti-Rao, Shobana

2010-01-01

Previous research has investigated the efficacy of peer-mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading fluency and comprehension when carried out by a teacher in small groups of fourth-grade students. Outcomes were analyzed…

Reading with Your Elementary Child: Tips for Parents--Grades 3-5.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Education, Raleigh.

This brochure is intended to help parents support their children in reading comprehension and fluency. The brochure is divided into seven main sections. The first section addresses preparation that good readers engage in before reading the materials, including: (1) previewing the text; (2) thinking about the topic; (3) setting a purpose for…

Supporting Students with Emotional and Behavioral Disorders' Comprehension and Reading Fluency

ERIC Educational Resources Information Center

Garwood, Justin D.; Ciullo, Stephen; Brunsting, Nelson

2017-01-01

This article discusses two strategies to improve reading outcomes for middle and high school adolescents with emotional and behavioral disorders (EBD). The first is providing secondary students a choice of accessible, engaging activities to more actively engage them during reading instruction and foster intrinsic motivation to engage in literacy…

The Relationship of Pitch Sight-Singing Skills with Tonal Discrimination, Language Reading Skills, and Academic Ability in Children

ERIC Educational Resources Information Center

Reifinger, James L., Jr.

2018-01-01

This study investigated correlates that might explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension, and academic ability. Both curriculum-based and standardized tests were used, including the Intermediate Measures of Music Audiation, Otis-Lennon School Ability Test, and…

Understanding the Misunderstanding: An Analysis of the Relationships between Reading Fluency Constructs, Reading Fluency Instruction and Oral Reading Fluency Assessment in the Elementary Grades

ERIC Educational Resources Information Center

Cribbs, Aimee M.

2013-01-01

This study focused on the relationships between educator reading fluency constructs, reading fluency instruction and oral reading fluency assessment. Survey responses from sixty-six elementary educators in rural and urban north Georgia were analyzed to reach an understanding of why educators are likely to equate reading fluency with reading fast…

Reading with Maggie: The Effect of the Presence/Absence of a Classroom Pet Dog in a Reading Intervention Package

ERIC Educational Resources Information Center

Bassette, Laura A.

2011-01-01

The purpose of this study was to examine if the presence/absence of a classroom pet dog impacted reading skills in four 5th grade middle school students with emotional/ behavioral disabilities. An alternating treatment design was used to assess the fluency and comprehension measures in students during reading a reading intervention package…

Evaluation of the Relationship between Literacy and Mathematics Skills as Assessed by Curriculum-Based Measures

ERIC Educational Resources Information Center

Rutherford-Becker, Kristy J.; Vanderwood, Michael L.

2009-01-01

The purpose of this study was to evaluate the extent that reading performance (as measured by curriculum-based measures [CBM] of oral reading fluency [ORF] and Maze reading comprehension), is related to math performance (as measured by CBM math computation and applied math). Additionally, this study examined which of the two reading measures was a…

Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers?

ERIC Educational Resources Information Center

Still, Kristine Lynn; Flynt, Christine A.

2012-01-01

This was a 12-week study that explored the effects of repeated peer readings on struggling adolescent readers. It was a quasi-experimental design with one treatment group and one control group. There were two small group English classes that were consistently using the repeated reading strategy (the treatment group) and students in the co-teach…

A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions.

PubMed

Suggate, Sebastian P

2016-01-01

Much is known about short-term--but very little about the long-term--effects of reading interventions. To rectify this, a detailed analysis of follow-up effects as a function of intervention, sample, and methodological variables was conducted. A total of 71 intervention-control groups were selected (N = 8,161 at posttest) from studies reporting posttest and follow-up data (M = 11.17 months) for previously established reading interventions. The posttest effect sizes indicated effects (dw = 0.37) that decreased to follow-up (dw = 0.22). Overall, comprehension and phonemic awareness interventions showed good maintenance of effect that transferred to nontargeted skills, whereas phonics and fluency interventions, and those for preschool and kindergarten children, tended not to. Several methodological features also related to effect sizes at follow-up, namely experimental design and dosage, and sample attrition, risk status, and gender balance. © Hammill Institute on Disabilities 2014.

Contributions of Morphological Skill to Children's Essay Writing

PubMed Central

Northey, Mary; McCutchen, Deborah; Sanders, Elizabeth A.

2015-01-01

Morphological skills have previously been found to reliably predict reading skill, including word reading, vocabulary, and comprehension. However, less is known about how morphological skills might contribute to writing skill, aside from its well-documented role in the development of spelling. This correlational study examines whether morphological skill, as measured by a sentence generation task tapping both derivational morphology and meta-syntactic skills, predicts performance on a standardized essay writing task for fifth- and eighth-grade U.S. students (N = 233), after controlling for grade level, comprehension, and writing fluency. Multilevel analyses indicated that morphological skill and writing fluency were each uniquely predictive of essay quality, and this finding was consistent regardless of whether accurate spelling was required in the morphological task. Our results suggest that morphological skills play an important role in writing, as has been previously documented in reading and spelling. PMID:26957783

Oral Reading Fluency as a Predictor of Silent Reading Fluency at Secondary and Postsecondary Levels

ERIC Educational Resources Information Center

Seok, Soonhwa; DaCosta, Boaventura

2014-01-01

This research investigated oral reading fluency as a predictor of silent reading fluency at the secondary and postsecondary levels. Several measures were used, including the Gray Oral Reading Test, the Test of Silent Word Reading Fluency, the Test of Silent Contextual Reading Fluency, and the Reading Observation Scale. A total of 223 students…

Comprehension from the Ground Up: Simplified, Sensible Instruction for the K-3 Reading Workshop

ERIC Educational Resources Information Center

Taberski, Sharon

2010-01-01

The author cuts through the pressurized, strategy-overloaded, fluency-crazed atmosphere surrounding reading instruction to lay out the reading and writing workshop practices that are most effective in developing readers in the primary grades. She shares the daily how-tos needed to sustain a literacy block that engages children in authentic reading…

iPad Use for Accelerating Reading Gains in Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Retter, Shannan; Anderson, Christine; Kieran, Laura

2013-01-01

This action research project explored the use of the iPad 2 in a special education classroom with high school students who were considered struggling readers to determine if an academic gain in reading comprehension, reading fluency, and vocabulary implementing the intervention of an iPad and four specific applications (apps). The high school…

An Investigation of Using iPod Fluency Apps and Repeated Reading with Self-Recording for CLDE Students

ERIC Educational Resources Information Center

McCarty, Deanna J.

2012-01-01

School districts are struggling with how to meet the needs of culturally and linguistically diverse exceptional (CLDE) students. Research has correlated improvement in core language learning--writing, reading decoding, reading comprehension, and listening--with the use of iPods. This dissertation therefore examines the ability of current, portable…

Phoneme Segmenting Alignment with the Common Core Foundational Skills Standard Two: Grades K-1. Technical Report #1227

ERIC Educational Resources Information Center

Sáez, Leilani; Irvin, P. Shawn; Alonzo, Julie; Tindal, Gerald

2012-01-01

In 2006, the easyCBM reading assessment system was developed to support the progress monitoring of phoneme segmenting, letter names and sounds recognition, word reading, passage reading fluency, and comprehension skill development in elementary schools. More recently, the Common Core Standards in English Language Arts have been introduced as a…

A Blended Approach to Reading and Writing Graphic Stories

ERIC Educational Resources Information Center

Brown, Sally

2013-01-01

This article documents the experiences of a diverse group of second grade students during a nine week unit of study focused on graphic stories. The project begins as the class is immersed in reading graphic stories designed for young readers. Images, written text, and dialog are utilized to scaffold reading comprehension and to practice fluency.…

The Influence of Spanish Vocabulary and Phonemic Awareness on Beginning English Reading Development: A Three-Year (K-2nd) Longitudinal Study

ERIC Educational Resources Information Center

Kelley, Michael F.; Roe, Mary; Blanchard, Jay; Atwill, Kim

2015-01-01

This investigation examined the influence of varying levels of Spanish receptive vocabulary and phonemic awareness ability on beginning English vocabulary, phonemic awareness, word reading fluency, and reading comprehension development across kindergarten through second grade. The 80 respondents were Spanish speaking children with no English…

To Be or Not to Be Dramatic! The Effects of Drama on Reading Ability.

ERIC Educational Resources Information Center

Krueger, Amy; Ranalli, Katherine

This report describes a program for improving literacy skills, such as expression, fluency, and comprehension through the use of drama in the reading curriculum. The targeted population consisted of kindergarten and first grade students, both in middle class communities, located in two northern suburbs of Chicago. The problems of reading ability…

Subgroups of Adult Basic Education Learners with Different Profiles of Reading Skills

ERIC Educational Resources Information Center

MacArthur, Charles A.; Konold, Timothy R.; Glutting, Joseph J.; Alamprese, Judith A.

2012-01-01

The purpose of this study was to identify subgroups of adult basic education (ABE) learners with different profiles of skills in the core reading components of decoding, word recognition, spelling, fluency, and comprehension. The analysis uses factor scores of those 5 reading components from on a prior investigation of the reliability and…

The Genetic Architecture of Oral Language, Reading Fluency, and Reading Comprehension: A Twin Study from 7 to 16 Years

ERIC Educational Resources Information Center

Tosto, Maria G.; Hayiou-Thomas, Marianna E.; Harlaar, Nicole; Prom-Wormley, Elizabeth; Dale, Philip S.; Plomin, Robert

2017-01-01

This study examines the genetic and environmental etiology underlying the development of oral language and reading skills, and the relationship between them, over a long period of developmental time spanning middle childhood and adolescence. It focuses particularly on the differential relationship between language and two different aspects of…

Primary School Text Comprehension Predicts Mathematical Word Problem-Solving Skills in Secondary School

ERIC Educational Resources Information Center

Björn, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik

2016-01-01

This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9-10 years old at the baseline). The children's text-reading fluency, text comprehension and basic calculation…

Supporting the Essential Elements with CD-ROM Storybooks

ERIC Educational Resources Information Center

Pearman, Cathy J.; Lefever-Davis, Shirley

2006-01-01

CD-ROM storybooks can support the development of the five essential elements of reading instruction identified by The National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Specific features inherent in these texts, audio pronunciation of text, embedded vocabulary definitions and animated graphics can be used…

Let Them Eat More Than Phonics.

ERIC Educational Resources Information Center

Zimmermann, Jerry; Brown, Carolyn

2003-01-01

Uses reading-guide pyramid based on U.S. Department of Agriculture's food-guide pyramid to develop argument that new federal guidelines for scientific-based research will result in an unbalanced, phonics-rich approach to reading instruction. Argues for a balanced approach that includes comprehension, vocabulary, fluency, and phonics. (PKP)

Longitudinal Effect of a Volunteer Tutoring Program on Reading Skills of Students Identified as At-Risk for Reading Failure: A Two-Year Follow-Up Study

ERIC Educational Resources Information Center

Burns, Matthew K.; Senesac, Barbara J.; Silberglitt, Benjamin

2008-01-01

There is a recent interest in volunteer tutoring programs and research has suggested effectiveness in improving reading skills. Previous research found that the Help One Student to Succeed (HOSTS) volunteer tutoring program increased reading fluency and comprehension over a 5-month interval (Burns, Senesac, & Symington, 2004). The current…

Peer Selection and Influence on Children's Reading Skills in Early Primary Grades: A Social Network Approach

ERIC Educational Resources Information Center

Kiuru, Noona; DeLay, Dawn; Laursen, Brett; Burk, William J.; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2017-01-01

This longitudinal study from Grades 1 to 4 investigated (a) the extent to which children select peers based on similarity in reading skills and (b) the extent to which children are influenced by the level of their peers' reading skills. The sample consisted of 1003 Finnish children in Grades 1-4, for whom reading fluency and comprehension were…

Improving Oral Fluency, Written Accuracy, and Reading Comprehension in the 3rd Grade Using Visual Art Content.

ERIC Educational Resources Information Center

Nickell, Brian K.

Students in the targeted school exhibited a decline in reading scores between second and fourth grade. Due to poor reading levels for 2 consecutive years the state put the school on a probationary list with in its district. Evidence for the existence of the problem included documented low reading test scores, below proficiency assessment records,…

My Virtual Reading Coach: "An Analysis of Usage and Impact," 2013-14. Technical Note. Volume 3, Number 2

ERIC Educational Resources Information Center

Urdegar, Steven M.

2014-01-01

My Virtual Reading Coach (MVRC) is an online program for students who have been identified as struggling readers. It is used as an intervention within the Response to Intervention (RtI) framework, as well as for students with disabilities. The software addresses reading sub-skills (i.e., comprehension, fluency, phonemic awareness, phonics, and…

Reading component skills of learners in adult basic education.

PubMed

MacArthur, Charles A; Konold, Timothy R; Glutting, Joseph J; Alamprese, Judith A

2010-01-01

The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with nonnative speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born or educated in the United States (nonnative) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test three models: a two-factor model with print and meaning factors; a three-factor model that separated out a fluency factor; and a five-factor model based on the hypothesized constructs. The five-factor model fit best. In addition, the CFA model fit both native and nonnative populations equally well without modification, showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and nonnative samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than did the nonnative sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed.

Numerical Capacities as Domain-Specific Predictors beyond Early Mathematics Learning: A Longitudinal Study

PubMed Central

Reigosa-Crespo, Vivian; González-Alemañy, Eduardo; León, Teresa; Torres, Rosario; Mosquera, Raysil; Valdés-Sosa, Mitchell

2013-01-01

The first aim of the present study was to investigate whether numerical effects (Numerical Distance Effect, Counting Effect and Subitizing Effect) are domain-specific predictors of mathematics development at the end of elementary school by exploring whether they explain additional variance of later mathematics fluency after controlling for the effects of general cognitive skills, focused on nonnumerical aspects. The second aim was to address the same issues but applied to achievement in mathematics curriculum that requires solutions to fluency in calculation. These analyses assess whether the relationship found for fluency are generalized to mathematics content beyond fluency in calculation. As a third aim, the domain specificity of the numerical effects was examined by analyzing whether they contribute to the development of reading skills, such as decoding fluency and reading comprehension, after controlling for general cognitive skills and phonological processing. Basic numerical capacities were evaluated in children of 3rd and 4th grades (n=49). Mathematics and reading achievements were assessed in these children one year later. Results showed that the size of the Subitizing Effect was a significant domain-specific predictor of fluency in calculation and also in curricular mathematics achievement, but not in reading skills, assessed at the end of elementary school. Furthermore, the size of the Counting Effect also predicted fluency in calculation, although this association only approached significance. These findings contrast with proposals that the core numerical competencies measured by enumeration will bear little relationship to mathematics achievement. We conclude that basic numerical capacities constitute domain-specific predictors and that they are not exclusively “start-up” tools for the acquisition of Mathematics; but they continue modulating this learning at the end of elementary school. PMID:24255710

Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.

PubMed

Reigosa-Crespo, Vivian; González-Alemañy, Eduardo; León, Teresa; Torres, Rosario; Mosquera, Raysil; Valdés-Sosa, Mitchell

2013-01-01

The first aim of the present study was to investigate whether numerical effects (Numerical Distance Effect, Counting Effect and Subitizing Effect) are domain-specific predictors of mathematics development at the end of elementary school by exploring whether they explain additional variance of later mathematics fluency after controlling for the effects of general cognitive skills, focused on nonnumerical aspects. The second aim was to address the same issues but applied to achievement in mathematics curriculum that requires solutions to fluency in calculation. These analyses assess whether the relationship found for fluency are generalized to mathematics content beyond fluency in calculation. As a third aim, the domain specificity of the numerical effects was examined by analyzing whether they contribute to the development of reading skills, such as decoding fluency and reading comprehension, after controlling for general cognitive skills and phonological processing. Basic numerical capacities were evaluated in children of 3(rd) and 4(th) grades (n=49). Mathematics and reading achievements were assessed in these children one year later. Results showed that the size of the Subitizing Effect was a significant domain-specific predictor of fluency in calculation and also in curricular mathematics achievement, but not in reading skills, assessed at the end of elementary school. Furthermore, the size of the Counting Effect also predicted fluency in calculation, although this association only approached significance. These findings contrast with proposals that the core numerical competencies measured by enumeration will bear little relationship to mathematics achievement. We conclude that basic numerical capacities constitute domain-specific predictors and that they are not exclusively "start-up" tools for the acquisition of Mathematics; but they continue modulating this learning at the end of elementary school.

Test Review: J. L. Wiederholt & B. R. Bryant. (2012). Gray Oral Reading Tests-Fifth Edition (GORT-5). Austin, TX: Pro-Ed.

ERIC Educational Resources Information Center

Hall, Anna H.; Tannebaum, Rory P.

2013-01-01

The first edition of the Gray Oral Reading Tests (GORT, 1963) was written by Dr. William S. Gray, a founding member and the first president of the International Reading Association. The GORT was designed to measure oral reading abilities (i.e., Rate, Accuracy, Fluency, and Comprehension) of students in Grades 2 through 12 due to the noteworthy…

The role of morphological awareness in reading comprehension among typical and learning disabled native Arabic speakers.

PubMed

Mahfoudhi, Abdessatar; Elbeheri, Gad; Al-Rashidi, Mousa; Everatt, John

2010-01-01

This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills, and morphological ability were given to both groups in addition to tests of nonverbal ability. For the mainstream children, unique variability in comprehension was predicted by the morphological measures over that of the measures of phonological skills and general nonverbal ability. In contrast, for the LD data, variability in comprehension was not predicted by morphological ability even though the children with LD performed the morphology task as well as their typically developing peers did. These findings are discussed in terms of theories of reading acquisition across languages as well as recommendations for literacy teaching and LD intervention in Arabic.

Facilitating English-Language Learners' Oral Reading Fluency with Digital Pen Technology

ERIC Educational Resources Information Center

Chen, Chih-Ming; Tan, Chia-Chen; Lo, Bey-Jane

2016-01-01

Oral reading fluency is an indicator of overall reading competence. Many studies have claimed that repeated reading can promote oral reading fluency. Currently, novel Web- or computer-based reading technologies offer interactive digital materials that promote English oral reading fluency using the repeated reading strategy; however, paper-based…

Reading Comprehension Difficulties in Chinese-English Bilingual Children.

PubMed

Tong, Xiuhong; McBride, Catherine; Shu, Hua; Ho, Connie Suk-Han

2018-02-01

The co-occurrence of reading comprehension difficulties for first language (L1) Chinese and second language (L2) English and associated longitudinal cognitive-linguistic correlates in each language were investigated. Sixteen poor comprehenders in English and 16 poor comprehenders in Chinese, 18 poor readers in both, and 18 children with normal performance in both were identified at age 10. The prevalence rate for being poor in both was 52.94%, suggesting that approximately half of children who are at risk for Chinese reading comprehension difficulty are also at risk for English reading comprehension difficulty. Chinese word reading, phonological, and morphological awareness were longitudinal correlates of poor comprehension in Chinese. English word reading and vocabulary were longitudinal correlates of poor comprehension in English. Chinese phonological awareness was an additional correlate of poor comprehension in English. Moreover, poor comprehenders in both Chinese and English showed slower rapid automatized naming scores than the other groups. Findings highlight some factors that might be critical for reading comprehension in L1 Chinese and L2 English; fluency is likely to be a critical part of reading comprehension across languages. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Read-Alouds in the School Setting

ERIC Educational Resources Information Center

Burgess, Michael; Tracey, Diane

2006-01-01

The purpose of the study was to determine the effect of a companion text on the comprehension, vocabulary acquisition and fluency of students during teacher read alouds. Data were collected over a period of six days in an upper-middle class suburban school district in northern New Jersey. The students involved in the study consisted of eighteen…

Examining the Developmental Dynamics between Achievement Strategies and Different Literacy Skills

ERIC Educational Resources Information Center

Georgiou, George K.; Manolitsis, George; Zhang, Xiao; Parrila, Rauno; Nurmi, Jari-Erik

2013-01-01

We examined the developmental dynamics between task-avoidant behavior and different literacy outcomes, and possible precursors of task-avoidant behavior. Seventy Greek children were followed from Grade 4 until Grade 6 and were assessed every year on reading fluency, spelling, and reading comprehension. The teachers assessed the children's…

Reading Skill Components and Impairments in Middle School Struggling Readers

ERIC Educational Resources Information Center

Cirino, Paul T.; Romain, Melissa A.; Barth, Amy E.; Tolar, Tammy D.; Fletcher, Jack M.; Vaughn, Sharon

2013-01-01

This study investigated how measures of decoding, fluency, and comprehension in middle school students overlap with one another, whether the pattern of overlap differs between struggling and typical readers, and the relative frequency of different types of reading difficulties. The 1,748 sixth, seventh, and eighth grade students were oversampled…

A Reading Instruction Intervention Program for English-Language Learners Who Are Struggling Readers

ERIC Educational Resources Information Center

Tam, Kai Yung; Heward, William L.; Heng, Mary Anne

2006-01-01

We used a multiple baseline across students design to evaluate the effects of an intervention program consisting of vocabulary instruction, error correction, and fluency building on oral reading rate and comprehension of five English-language learners who were struggling readers in a primary school. During the first intervention condition (new…

Bridging Literacy Acquisition and Self-Regulated Learning: Using a SRL Framework to Support Struggling Readers

ERIC Educational Resources Information Center

Holtzheuser, Sierra; McNamara, John

2014-01-01

Reading is conceptualized as a hierarchy of component skills where lower order emergent literacy skills set the foundation for higher order reading skills such as fluency and comprehension. Approximately 20% of readers struggle within this hierarchical process (Fielding, Kerr, & Rosier, 2007). Struggling readers are susceptible to the Matthew…

Integrating Reading, Writing, and Thinking Skills into the Music Class.

ERIC Educational Resources Information Center

Duke, Charles R.

Music education is uniquely suited to reinforce several basic skills that are part of the overall reading and writing processes of students. These skills include freedom of expression and the fluency of ideas, identifying a composer's purpose and message, and reasoning and comprehension. Musicians should develop the habit of using journals for…

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing

PubMed Central

Zhao, Jing; Kwok, Rosa K. W.; Liu, Menglian; Liu, Hanlong; Huang, Chen

2017-01-01

Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency. PMID:28119663

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing.

PubMed

Zhao, Jing; Kwok, Rosa K W; Liu, Menglian; Liu, Hanlong; Huang, Chen

2016-01-01

Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency.

Why Reading Fluency Should Be Hot

ERIC Educational Resources Information Center

Rasinski, Timothy V.

2012-01-01

This article explores problems that have surfaced in the teaching of reading fluency and how teachers and reading coaches can resolve those problems. Specific issues addressed include reading fluency being defined as reading fast and instruction that is focused on having students read fast, reading fluency viewed as solely and oral reading…

Principal Component Analysis Study of Visual and Verbal Metaphoric Comprehension in Children with Autism and Learning Disabilities

ERIC Educational Resources Information Center

Mashal, Nira; Kasirer, Anat

2012-01-01

This research extends previous studies regarding the metaphoric competence of autistic and learning disabled children on different measures of visual and verbal non-literal language comprehension, as well as cognitive abilities that include semantic knowledge, executive functions, similarities, and reading fluency. Thirty seven children with…

Associations of physical activity and sedentary behavior with academic skills--a follow-up study among primary school children.

PubMed

Haapala, Eero A; Poikkeus, Anna-Maija; Kukkonen-Harjula, Katriina; Tompuri, Tuomo; Lintu, Niina; Väistö, Juuso; Leppänen, Paavo H T; Laaksonen, David E; Lindi, Virpi; Lakka, Timo A

2014-01-01

There are no prospective studies that would have compared the relationships of different types of physical activity (PA) and sedentary behavior (SB) with academic skills among children. We therefore investigated the associations of different types of PA and SB with reading and arithmetic skills in a follow-up study among children. The participants were 186 children (107 boys, 79 girls, 6-8 yr) who were followed-up in Grades 1-3. PA and SB were assessed using a questionnaire in Grade 1. Reading fluency, reading comprehension and arithmetic skills were assessed using standardized tests at the end of Grades 1-3. Among all children more recess PA and more time spent in SB related to academic skills were associated with a better reading fluency across Grades 1-3. In boys, higher levels of total PA, physically active school transportation and more time spent in SB related to academic skills were associated with a better reading fluency across the Grades 1-3. Among girls, higher levels of total PA were related to worse arithmetic skills across Grades 1-3. Moreover, total PA was directly associated with reading fluency and arithmetic skills in Grades 1-3 among girls whose parents had a university degree, whereas these relationships were inverse in girls of less educated parents. Total PA, physically active school transportation and SB related to academic skills may be beneficial for the development of reading skills in boys, whereas factors that are independent of PA or SB may be more important for academic skills in girls. ClinicalTrials.gov: NCT01803776.

Computerized trainings in four groups of struggling readers: Specific effects on word reading and comprehension.

PubMed

Potocki, Anna; Magnan, Annie; Ecalle, Jean

2015-01-01

Four groups of poor readers were identified among a population of students with learning disabilities attending a special class in secondary school: normal readers; specific poor decoders; specific poor comprehenders, and general poor readers (deficits in both decoding and comprehension). These students were then trained with a software program designed to encourage either their word decoding skills or their text comprehension skills. After 5 weeks of training, we observed that the students experiencing word reading deficits and trained with the decoding software improved primarily in the reading fluency task while those exhibiting comprehension deficits and trained with the comprehension software showed improved performance in listening and reading comprehension. But interestingly, the latter software also led to improved performance on the word recognition task. This result suggests that, for these students, training interventions focused at the text level and its comprehension might be more beneficial for reading in general (i.e., for the two components of reading) than word-level decoding trainings. Copyright © 2015 Elsevier Ltd. All rights reserved.

Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis.

PubMed

Tighe, Elizabeth L; Schatschneider, Christopher

2016-07-01

The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ≥ .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ≥ .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically understudied population. Directions for future research, the relation of our results to the children's literature, and the implications for researchers and adult basic education programs are discussed. © Hammill Institute on Disabilities 2014.

Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis

PubMed Central

Tighe, Elizabeth L.; Schatschneider, Christopher

2015-01-01

The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ≥ .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ≥ .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically under-studied population. Directions for future research, the relation of our results to the children’s literature, and the implications for researchers and Adult Basic Education (ABE) programs are discussed. PMID:25350926

An Evaluation of Project iRead: A Program Created to Improve Sight Word Recognition

ERIC Educational Resources Information Center

Marshall, Theresa Meade

2014-01-01

This program evaluation was undertaken to examine the relationship between participation in Project iRead and student gains in word recognition, fluency, and comprehension as measured by the Phonological Awareness Literacy Screening (PALS) Test. Linear regressions compared the 2012-13 PALS results from 5,140 first and second grade students at…

Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School

ERIC Educational Resources Information Center

Miciak, Jeremy; Stuebing, Karla K.; Vaughn, Sharon; Roberts, Greg; Barth, Amy E.; Fletcher, Jack M.

2014-01-01

No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders (n = 77) and inadequate responders who fell below criteria in (a) comprehension (n = 54); (b) fluency (n = 45);…

The Effect of Instruction in the Paraphrasing Strategy on Reading Fluency and Comprehension.

ERIC Educational Resources Information Center

Lee, Steven W.; Von Colln, Theresa

Cognitive strategy instruction is currently garnering much attention in the literature as an effective means of teaching children who display learning difficulties in a wide variety of academic areas. In reading, the Paraphrasing Strategy, which is one of an array of strategies used in the Strategies Intervention Model (SIM) (Schumaker, Deshler, &…

Literacy Acquisition in Indian Students: A Descriptive Study of Reading Achievement in One English Medium School

ERIC Educational Resources Information Center

Paige, David D.; Spagnoli, Victoria; Wood, Holly

2013-01-01

This study investigates the literacy skills of 193 students across grades three, five, seven, and nine in one private English medium school in Kerala, India. Students were assessed on their ability to read phonologically regular and irregular words, fluency with grade-level text, vocabulary knowledge, and comprehension skill. Results showed that…

Matching Readers to Instructional Materials: The Use of Classic Readability Measures for Students with Language Learning Disabilities and Dyslexia.

ERIC Educational Resources Information Center

Kotula, Andrea Winokur

2003-01-01

The matching of students with language learning disabilities and dyslexia to appropriate reading materials is discussed, and formal and informal methods are presented for determining reading levels for accuracy, fluency, and comprehension instruction and practice. The Spache Readability Formula, the New Dale-Challe Readability Formula, and…

Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension.

PubMed

Duncan, Lynne G; McGeown, Sarah P; Griffiths, Yvonne M; Stothard, Susan E; Dobai, Anna

2016-05-01

This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non-fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross-sectional sample of 312 students in early (11-13 years) or middle adolescence (14-15 years) participated from a range of SES backgrounds. Word identification emerged as a strong predictor of reading comprehension across adolescence and text genres. Gender effects favouring female students were evident for reading frequency but not for reading skill itself. Reading habits also differed, and comprehension advantages were observed among females for fiction and males for non-fiction. Age effects emerged for reading frequency, which was lower in middle adolescence. Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference-making in comprehension and to distinguish skilled from less skilled comprehenders. The theoretical and educational implications of these results are discussed. © 2015 The British Psychological Society.

Reading Fluency Interventions That Work in High-Poverty Schools

ERIC Educational Resources Information Center

Fowers-Coils, Ashley

2016-01-01

This study measured the impact of targeted reading interventions on improving reading fluency for second-grade students as indicated by their performance on a statewide standardized assessment of reading fluency proficiency. Reading fluency scores for students who received intervention in second grade were measured again in their third-grade year…

Silent Reading Fluency Using Underlining: Evidence for an Alternative Method of Assessment

ERIC Educational Resources Information Center

Price, Katherine W.; Meisinger, Elizabeth B.; Louwerse, Max M.; D'Mello, Sidney K.

2012-01-01

Assessing silent reading fluency in classroom environments is challenging. This article reports on a method of assessing silent reading using underlining, an approach that solves many problems other silent reading fluency assessment measures face. This method computationally monitors readers' silent reading fluency by the speed they underline…

How Fast Can We Read in the Mind? Developmental Trajectories of Silent Reading Fluency

ERIC Educational Resources Information Center

Ciuffo, Massimo; Myers, Jane; Ingrassia, Massimo; Milanese, Antonio; Venuti, Maria; Alquino, Ausilia; Baradello, Alice; Stella, Giacomo; Gagliano, Antonella

2017-01-01

The silent reading fluency is not an observable behaviour and, therefore, its evaluation is perceived as more challenging and less reliable than oral reading fluency. The present research is aimed to measure the silent reading speed in a sample of proficient students, assessed by an original silent reading fluency task, based on behavioural…

Reading Fluency and Its Intervention.

ERIC Educational Resources Information Center

Wolf, Maryanne; Katzir-Cohen, Tami

2001-01-01

Confronts 3 large lacunae in research on reading fluency: definition, component structure, and theory-based intervention. Presents a developmental- and component-based definition of reading fluency. Discusses how different types of current fluency interventions correspond to particular components in fluency's structure and to particular phases of…

Predicting reading outcomes with progress monitoring slopes among middle grade students

PubMed Central

Tolar, Tammy D.; Barth, Amy E.; Fletcher, Jack M.; Francis, David J.; Vaughn, Sharon

2013-01-01

Effective implementation of response-to-intervention (RTI) frameworks depends on efficient tools for monitoring progress. Evaluations of growth (i.e., slope) may be less efficient than evaluations of status at a single time point, especially if slopes do not add to predictions of outcomes over status. We examined progress monitoring slope validity for predicting reading outcomes among middle school students by evaluating latent growth models for different progress monitoring measure-outcome combinations. We used multi-group modeling to evaluate the effects of reading ability, reading intervention, and progress monitoring administration condition on slope validity. Slope validity was greatest when progress monitoring was aligned with the outcome (i.e., word reading fluency slope was used to predict fluency outcomes in contrast to comprehension outcomes), but effects varied across administration conditions (viz., repeated reading of familiar vs. novel passages). Unless the progress monitoring measure is highly aligned with outcome, slope may be an inefficient method for evaluating progress in an RTI context. PMID:24659899

Effect of Edmark Program on Reading Fluency in Third-Grade Students with Disabilities

ERIC Educational Resources Information Center

Meeks, Bryce T.; Martinez, James; Pienta, Rachel S.

2014-01-01

The purpose of this research study was to determine if the Edmark Reading Program increased reading fluency, attitudes, and engagement in third-grade students with disabilities (N = 7). Student fluency was measured using estimated oral reading fluency determined by the STAR reading assessment. A statistically significant difference was found…

Relationships between Eye Movements during Sentence Reading Comprehension, Word Spelling and Reading, and DTI and fmri Connectivity In Students with and without Dysgraphia or Dyslexia

PubMed Central

Yagle, Kevin; Richards, Todd; Askren, Katie; Mestre, Zoe; Beers, Scott; Abbott, Robert; Nagy, William; Boord, Peter; Berninger, Virginia

2017-01-01

While eye movements were recorded and brains scanned, 29 children with and without specific learning disabilities (SLDs) decided if sentences they read (half with only correctly spelled words and half with homonym foils) were meaningful. Significant main effects were found for diagnostic groups (non-SLD control, dysgraphia control, and dyslexia) in total fixation (dwell) time, total number of fixations, and total regressions in during saccades; the dyslexia group had longer and more fixations and made more regressions in during saccades than either control group. The dyslexia group also differed from both control groups in (a) fractional anisotropy in left optic radiation and (b) silent word reading fluency on a task in which surrounding letters can be distracting, consistent with Rayner's selective attention dyslexia model. Different profiles for non-SLD control, dysgraphia, and dyslexia groups were identified in correlations between total fixation time, total number of fixations, regressions in during saccades, magnitude of gray matter connectivity during the fMRI sentence reading comprehension from left occipital temporal cortex seed with right BA44 and from left inferior frontal gyrus with right inferior frontoccipital fasciculus, and normed word-specific spelling and silent word reading fluency measures. The dysgraphia group was more likely than the non-SLD control or dyslexia groups to show negative correlations between eye movement outcomes and sentences containing incorrect homonym foils. Findings are discussed in reference to a systems approach in future sentence reading comprehension research that integrates eye movement, brain, and literacy measures. PMID:28936361

Relationships between Eye Movements during Sentence Reading Comprehension, Word Spelling and Reading, and DTI and fmri Connectivity In Students with and without Dysgraphia or Dyslexia.

PubMed

Yagle, Kevin; Richards, Todd; Askren, Katie; Mestre, Zoe; Beers, Scott; Abbott, Robert; Nagy, William; Boord, Peter; Berninger, Virginia

2017-01-01

While eye movements were recorded and brains scanned, 29 children with and without specific learning disabilities (SLDs) decided if sentences they read (half with only correctly spelled words and half with homonym foils) were meaningful. Significant main effects were found for diagnostic groups (non-SLD control, dysgraphia control, and dyslexia) in total fixation (dwell) time, total number of fixations, and total regressions in during saccades; the dyslexia group had longer and more fixations and made more regressions in during saccades than either control group. The dyslexia group also differed from both control groups in (a) fractional anisotropy in left optic radiation and (b) silent word reading fluency on a task in which surrounding letters can be distracting, consistent with Rayner's selective attention dyslexia model. Different profiles for non-SLD control, dysgraphia, and dyslexia groups were identified in correlations between total fixation time, total number of fixations, regressions in during saccades, magnitude of gray matter connectivity during the fMRI sentence reading comprehension from left occipital temporal cortex seed with right BA44 and from left inferior frontal gyrus with right inferior frontoccipital fasciculus, and normed word-specific spelling and silent word reading fluency measures. The dysgraphia group was more likely than the non-SLD control or dyslexia groups to show negative correlations between eye movement outcomes and sentences containing incorrect homonym foils. Findings are discussed in reference to a systems approach in future sentence reading comprehension research that integrates eye movement, brain, and literacy measures.

Reading Fluency beyond English: Investigations into Reading Fluency in Turkish Elementary Students

ERIC Educational Resources Information Center

Yildirim, Kasim; Rasinski, Timothy

2014-01-01

Reading fluency is one of the underlying factors of successful language curricula and it is also one of the defining characteristics of good readers. A lack of fluency is a common characteristic of struggling readers. There is a growing body of research that demonstrates proficiency in reading fluency is important for success in learning to read…

Leveled Literacy Intervention. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"Leveled Literacy Intervention" ("LLI") is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and…

Engaging Literacy: A Case Study in the Use of e-Reader Devices

ERIC Educational Resources Information Center

Lettenmaier, Kris

2013-01-01

The purpose of this case study was to determine to what extent e-readers affected struggling readers as a part of reading instruction at the middle school level to improve students' literacy skills of comprehension, fluency, and vocabulary, and to show how e-readers affected engagement and self-efficacy of struggling readers to read and use…

Impact of Attending Jump Start Literacy Camp on Reading Achievement among Third and Fourth Grade Students

ERIC Educational Resources Information Center

Padgett, Carrie B.

2010-01-01

The Jump Start Literacy Camp was developed as a means to combat summer learning loss. The camp utilized high-energy activities to target phonemic awareness, phonics, vocabulary, fluency, and comprehension. This study examined the effects of the Jump Start Literacy Camp on reading achievement for rising third and fourth grade students in an urban…

Teachers' Perceptions of Differentiated Learning for At-Risk Second-Grade Students in Reading

ERIC Educational Resources Information Center

Sabb-Cordes, Morelisa L.

2016-01-01

Students were performing below grade level in reading, fluency, and comprehension in a suburban school in South Carolina. The purpose of this study was to explore the perceptions of teachers about their preferred differentiated instruction approach (face-to-face vs. computer-based) to meet the needs of at-risk students in 2nd grade. The underlying…

Oral Reading Fluency and Maze Measures as Predictors of Performance on North Carolina End-of-Grade Assessment of Reading Comprehension

ERIC Educational Resources Information Center

Galloway, Tara Watkins

2010-01-01

Current legislation (IDEA, 2004; NCLB, 2001) mandates all students, including students with disabilities, demonstrate progress toward the same standards. However, students continue to struggle with attainment of statewide academic standards as measured by high-stakes assessment. The purpose of the current study was to examine the degree that…

The Effectiveness of Readers' Theatre on Fluency, Comprehension, and Motivation on Primary Students

ERIC Educational Resources Information Center

Marshall, Holly B.

2017-01-01

Seventy-five percent of third grade students who are at-risk will continue to struggle with reading through the years into adulthood, never to recover their potential reading development. Once less-skilled third grade readers reach ninth grade, one in six students are four times more likely to leave high school before receiving a diploma than…

Analysis of Reading Fluency and Comprehension Measures for Sixth Grade Students. Technical Report #24

ERIC Educational Resources Information Center

Alonzo, Julie; Tindal, Gerald

2004-01-01

The No Child Left Behind Act of 2001 has increased the importance of assessment in K-12 education. Designed to ensure that all students meet high academic standards, the law currently requires states receiving Title I funds to test all children annually in reading and math in grades 3 through 8 and report student performance disaggregated by…

Increasing Word Recognition with Racially Diverse Second-Grade Students Using Fluency-Oriented Reading Approaches

ERIC Educational Resources Information Center

Turner, Franklin Dickerson

2012-01-01

The author examined the effectiveness of 2 fluency-oriented reading programs on improving reading fluency for an ethnically diverse sample of second-grade students. The first approach is Fluency-Oriented Reading Instruction (S. A. Stahl & K. Heubach, 2005), which incorporates the repeated reading of a grade-level text over the course of an…

Genetic and Environmental Influences on Writing and their Relations to Language and Reading

PubMed Central

Olson, Richard K.; Hulslander, Jacqueline; Christopher, Micaela; Keenan, Janice M.; Wadsworth, Sally J.; Willcutt, Erik G.; Pennington, Bruce F.; DeFries, John C.

2011-01-01

Identical and fraternal twins (N = 540, age 8 to 18 years) were tested on three different measures of writing (Woodcock-Johnson III Tests of Achievement-Writing Samples and Writing Fluency; Handwriting Copy from the Group Diagnostic Reading and Aptitude Achievement Tests), three different language skills (Phonological Awareness, Rapid Naming, and Vocabulary), and three different reading skills (Word Recognition, Spelling, and Reading Comprehension). Substantial genetic influence was found on two of the writing measures, Writing Samples and Handwriting Copy, and all of the language and reading measures. Shared environment influences were generally not significant, except for vocabulary. Non-shared environment estimates, including measurement error, were significant for all variables. Genetic influences among the writing measures were significantly correlated (highest between the speeded measures Writing Fluency and Handwriting Copy), but there were also significant independent genetic influences between Copy and Samples and between Fluency and Samples. Genetic influences on writing were significantly correlated with genetic influences on all of the language and reading skills, but significant independent genetic influences were also found for Copy and Samples, whose genetic correlations were significantly less than 1.0 with the reading and language skills. The genetic correlations varied significantly in strength depending on the overlap between the writing, language, and reading task demands. We discuss implications of our results for education, limitations of the study, and new directions for research on writing and its relations to language and reading. PMID:21842316

Associations of Physical Activity and Sedentary Behavior with Academic Skills – A Follow-Up Study among Primary School Children

PubMed Central

Haapala, Eero A.; Poikkeus, Anna-Maija; Kukkonen-Harjula, Katriina; Tompuri, Tuomo; Lintu, Niina; Väistö, Juuso; Leppänen, Paavo H. T.; Laaksonen, David E.; Lindi, Virpi; Lakka, Timo A.

2014-01-01

Background There are no prospective studies that would have compared the relationships of different types of physical activity (PA) and sedentary behavior (SB) with academic skills among children. We therefore investigated the associations of different types of PA and SB with reading and arithmetic skills in a follow-up study among children. Methods The participants were 186 children (107 boys, 79 girls, 6–8 yr) who were followed-up in Grades 1–3. PA and SB were assessed using a questionnaire in Grade 1. Reading fluency, reading comprehension and arithmetic skills were assessed using standardized tests at the end of Grades 1–3. Results Among all children more recess PA and more time spent in SB related to academic skills were associated with a better reading fluency across Grades 1–3. In boys, higher levels of total PA, physically active school transportation and more time spent in SB related to academic skills were associated with a better reading fluency across the Grades 1–3. Among girls, higher levels of total PA were related to worse arithmetic skills across Grades 1–3. Moreover, total PA was directly associated with reading fluency and arithmetic skills in Grades 1–3 among girls whose parents had a university degree, whereas these relationships were inverse in girls of less educated parents. Conclusions Total PA, physically active school transportation and SB related to academic skills may be beneficial for the development of reading skills in boys, whereas factors that are independent of PA or SB may be more important for academic skills in girls. Trial Registration ClinicalTrials.gov: NCT01803776 PMID:25207813

Word Reading Fluency as a Serial Naming Task

ERIC Educational Resources Information Center

Protopapas, Athanassios; Katopodi, Katerina; Altani, Angeliki; Georgiou, George K.

2018-01-01

Word list reading fluency is theoretically expected to depend on single word reading speed. Yet the correlation between the two diminishes with increasing fluency, while fluency remains strongly correlated to serial digit naming. We hypothesized that multi-element sequence processing is an important component of fluency. We used confirmatory…

The role of reading time complexity and reading speed in text comprehension.

PubMed

Wallot, Sebastian; O'Brien, Beth A; Haussmann, Anna; Kloos, Heidi; Lyby, Marlene S

2014-11-01

Reading speed is commonly used as an index of reading fluency. However, reading speed is not a consistent predictor of text comprehension, when speed and comprehension are measured on the same text within the same reader. This might be due to the somewhat ambiguous nature of reading speed, which is sometimes regarded as a feature of the reading process, and sometimes as a product of that process. We argue that both reading speed and comprehension should be seen as the result of the reading process, and that the process of fluent text reading can instead be described by complexity metrics that quantify aspects of the stability of the reading process. In this article, we introduce complexity metrics in the context of reading and apply them to data from a self-paced reading study. In this study, children and adults read a text silently or aloud and answered comprehension questions after reading. Our results show that recurrence metrics that quantify the degree of temporal structure in reading times yield better prediction of text comprehension compared to reading speed. However, the results for fractal metrics are less clear. Furthermore, prediction of text comprehension is generally strongest and most consistent across silent and oral reading when comprehension scores are normalized by reading speed. Analyses of word length and word frequency indicate that the observed complexity in reading times is not a simple function of the lexical properties of the text, suggesting that text reading might work differently compared to reading of isolated word or sentences. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Understanding Oral Reading Fluency among Adults with Low Literacy: Dominance Analysis of Contributing Component Skills

ERIC Educational Resources Information Center

Mellard, Daryl F.; Anthony, Jason L.; Woods, Kari L.

2012-01-01

This study extends the literature on the component skills involved in oral reading fluency. Dominance analysis was applied to assess the relative importance of seven reading-related component skills in the prediction of the oral reading fluency of 272 adult literacy learners. The best predictors of oral reading fluency when text difficulty was…

Oral Reading Fluency in Second Language Reading

ERIC Educational Resources Information Center

Jeon, Eun Hee

2012-01-01

This study investigated the role of oral reading fluency in second language reading. Two hundred and fifty-five high school students in South Korea were assessed on three oral reading fluency (ORF) variables and six other reading predictors. The relationship between ORF and other reading predictors was examined through an exploratory factor…

Effects of Repeated Reading and Listening Passage Preview on Oral Reading Fluency

ERIC Educational Resources Information Center

Swain, Kristine D.; Leader-Janssen, Elizabeth M.; Conley, Perry

2017-01-01

This case study examined the effectiveness of three fluency interventions (i.e., repeated reading, audio listening passage preview and teacher modeled listening passage preview) with a fifth grade student struggling with fluency skills. When compared to baseline, each intervention increased oral reading fluency by the end of the 7 weeks of…

Educational Factors and Experiences in English Language Learner Reading Fluency Development

ERIC Educational Resources Information Center

Weber, Christina J. T.

2013-01-01

Reading fluency has been an area of struggle for students. Certain populations of students, such as English language learners (ELLs), have struggled even more so, affecting their overall achievement. Interventions have been implemented and studied regarding the reading fluency of ELLs, yet reading fluency has continued to be problematic in this…

Racial-Ethnic Differences in Word Fluency and Auditory Comprehension Among Persons With Poststroke Aphasia.

PubMed

Ellis, Charles; Peach, Richard K

2017-04-01

To examine aphasia outcomes and to determine whether the observed language profiles vary by race-ethnicity. Retrospective cross-sectional study using a convenience sample of persons of with aphasia (PWA) obtained from AphasiaBank, a database designed for the study of aphasia outcomes. Aphasia research laboratories. PWA (N=381; 339 white and 42 black individuals). Not applicable. Western Aphasia Battery-Revised (WAB-R) total scale score (Aphasia Quotient) and subtest scores were analyzed for racial-ethnic differences. The WAB-R is a comprehensive assessment of communication function designed to evaluate PWA in the areas of spontaneous speech, auditory comprehension, repetition, and naming in addition to reading, writing, apraxia, and constructional, visuospatial, and calculation skills. In univariate comparisons, black PWA exhibited lower word fluency (5.7 vs 7.6; P=.004), auditory word comprehension (49.0 vs 53.0; P=.021), and comprehension of sequential commands (44.2 vs 52.2; P=.012) when compared with white PWA. In multivariate comparisons, adjusted for age and years of education, black PWA exhibited lower word fluency (5.5 vs 7.6; P=.015), auditory word recognition (49.3 vs 53.3; P=.02), and comprehension of sequential commands (43.7 vs 53.2; P=.017) when compared with white PWA. This study identified racial-ethnic differences in word fluency and auditory comprehension ability among PWA. Both skills are critical to effective communication, and racial-ethnic differences in outcomes must be considered in treatment approaches designed to improve overall communication ability. Copyright © 2016 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence

ERIC Educational Resources Information Center

Rasinski, Timothy; Homan, Susan; Biggs, Marie

2009-01-01

Reading fluency has been identified as a key component in reading and in learning to read. Moreover, a significantly large number of students who experience difficulty in reading manifest difficulties in reading fluency that appear to contribute to their overall struggles in reading. In this article we explore the nature of effective instruction…

Retell as an Indicator of Reading Comprehension

PubMed Central

Reed, Deborah K.; Vaughn, Sharon

2011-01-01

The purpose of this narrative synthesis is to determine the reliability and validity of retell protocols for assessing reading comprehension of students in grades K–12. Fifty-four studies were systematically coded for data related to the administration protocol, scoring procedures, and technical adequacy of the retell component. Retell was moderately correlated with standardized measures of reading comprehension and, with older students, had a lower correlation with decoding and fluency. Literal information was retold more frequently than inferential, and students with learning disabilities or reading difficulties needed more supports to demonstrate adequate recall. Great variability was shown in the prompting procedures, but scoring methods were more consistent across studies. The influences of genre, background knowledge, and organizational features were often specific to particular content, texts, or students. Overall, retell has not yet demonstrated adequacy as a progress monitoring instrument. PMID:23125521

A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions

ERIC Educational Resources Information Center

Suggate, Sebastian P.

2016-01-01

Much is known about short-term--but very little about the long-term--effects of reading interventions. To rectify this, a detailed analysis of follow-up effects as a function of intervention, sample, and methodological variables was conducted. A total of 71 intervention-control groups were selected (N = 8,161 at posttest) from studies reporting…

Examining the Relationship Between Word Reading Efficiency and Oral Reading Rate in Predicting Comprehension Among Different Types of Readers

PubMed Central

Eason, Sarah H.; Sabatini, John; Goldberg, Lindsay; Bruce, Kelly; Cutting, Laurie E.

2013-01-01

To further explore contextual reading rate, an important aspect of reading fluency, we examined the relationship between word reading efficiency (WRE) and contextual oral reading rate (ORR), the degree to which they overlap across different comprehension measures, whether oral language (semantics and syntax) predicts ORR beyond contributions of word-level skills, and whether the WRE–ORR relationship varies based on different reader profiles. Assessing reading and language of average readers, poor decoders, and poor comprehenders, ages 10 to 14, ORR was the strongest predictor of comprehension across various formats; WRE contributed no unique variance after taking ORR into account. Findings indicated that semantics, not syntax, contributed to ORR. Poor comprehenders performed below average on measures of ORR, despite average WRE, expanding previous findings suggesting specific weaknesses in ORR for this group. Together, findings suggest that ORR draws upon skills beyond those captured by WRE and suggests a role for oral language (semantics) in ORR. PMID:23667307

Predicting verbal fluency using Word Reading: Implications for premorbid functioning.

PubMed

Davis, Andrew S; Finch, W Holmes; Drapeau, Christopher; Nogin, Margarita; E Moss, Lauren; Moore, Brittney

2016-01-01

The estimation of premorbid general intellectual functioning using word reading tests has a rich history of validation and is a common assessment practice for neuropsychologists. What is less well-researched is the approach used to estimate premorbid functioning of non-intellectual domains, such as executive functions, including verbal fluency. The current study evaluated this relationship with 41 adult college students who completed the Word Reading subtest of the Wechsler Individual Achievement Test-Second Edition (WIAT-II) and the Verbal Fluency test from the Delis-Kaplan Executive Function System (D-KEFS). Path analysis indicated that only Letter Fluency (a measure of phonemic fluency) was statistically significantly related to Word Reading and the relationship was somewhat weak. The relationship between Category Fluency (a measure of semantic fluency) and Category Switching (a measure of verbal fluency cognitive set-shifting) to Word Reading was nonsignificant. Participants also completed the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III), and as expected a strong relationship was found between Word Reading and the Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale Intelligence Quotient (FSIQ). Results of this study strongly suggest that caution be exercised when extrapolating an estimate of premorbid verbal fluency abilities from measures of word reading.

Identifying high-functioning dyslexics: is self-report of early reading problems enough?

PubMed

Deacon, S Hélène; Cook, Kathryn; Parrila, Rauno

2012-07-01

We used a questionnaire to identify university students with self-reported difficulties in reading acquisition during elementary school (self-report; n=31). The performance of the self-report group on standardized measures of word and non-word reading and fluency, passage comprehension and reading rate, and phonological awareness was compared to that of two other groups of university students: one with a recent diagnosis (diagnosed; n=20) and one with no self-reported reading acquisition problems (comparison group; n=33). The comparison group outperformed both groups with a history of reading difficulties (self-report and diagnosed) on almost all measures. The self-report and diagnosed groups performed similarly on most tasks, with the exception of untimed reading comprehension (better performance for diagnosed) and reading rate (better performance for self-report). The two recruitment methods likely sample from the same underlying population but identify individuals with different adaptive strategies.

Reading comprehension skills of young adults with childhood diagnoses of dyslexia.

PubMed

Ransby, Marilyn J; Swanson, H Lee

2003-01-01

This study explores the contribution of cognitive processes to comprehension skills in adults who suffered from childhood developmental dyslexia (CD). The performance of adults with CD (ages 17 to 23), chronological age-matched (CA) adults, and reading level-matched (RL) children was compared on measures of phonological processing, naming speed, working memory (WM), general knowledge, vocabulary, and comprehension. The results showed that adults with CD scored lower on measures of phonological processing, naming speed, WM, general knowledge, and vocabulary when compared to CA readers but were comparable to RL children on the majority of process measures. Phonological processing, naming speed, vocabulary, general knowledge, and listening comprehension contributed independent variance to reading comprehension accuracy, whereas WM, intelligence, phonological processing, and listening comprehension contributed independent variance to comprehension fluency. Adults with CD scored lower than CA adults and higher than RL children on measures of lexical processing, WM, and listening comprehension when word recognition and intelligence were partialed from the analysis. In summary, constraints in phonological processing and naming speed mediate only some of the influence of high-order processes on reading comprehension. Furthermore, adults with CD experience difficulties in WM, listening comprehension, and vocabulary independently of their word recognition problems and intellectual ability.

The Impact of Guided Reading Instruction on Elementary Students' Reading Fluency and Accuracy

ERIC Educational Resources Information Center

Teets, Agnes Jean

2017-01-01

This study examined the impact of Guided Reading instruction on elementary students' ability to read with fluency and accuracy. A one-way analysis of covariance with pre and posttest design was performed and applied to determine the impact of Guided Reading instruction on elementary students' reading fluency and accuracy. The sample of subjects…

How Portuguese and American teachers plan for literacy instruction.

PubMed

Spear-Swerling, Louise; Lopes, Joao; Oliveira, Celia; Zibulsky, Jamie

2016-04-01

This study explored American and Portuguese elementary teachers' preferences in planning for literacy instruction using the Language Arts Activity Grid (LAAG; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009), on which teachers described their preferred instructional activities for a hypothetical 2-h language arts block. Portuguese teachers (N = 186) completed Portuguese versions of a background questionnaire and LAAG electronically, in Survey Monkey; American teachers (N = 102) completed identical English measures using paper and pencil. Results showed that teachers in both groups usually addressed comprehension and reading fluency on their LAAGs and that they also allocated the most time to these two areas. However, American teachers were more likely to include teacher-directed fluency activities, whereas Portuguese teachers were more likely to include fluency activities that were not teacher directed. Significantly more American than Portuguese teachers addressed phonics in their planning, whereas significantly more Portuguese than American teachers addressed writing processes such as revision. Both groups of educators demonstrated large variability in planning, with many teachers omitting important components of literacy identified by researchers, for writing as well as reading. The study highlights the importance of providing teachers with comprehensive, research-based core literacy curricula as well as professional development on key components of literacy. Study findings also suggest significant relationships between orthographic transparency and teachers' instructional planning.

Fluency Idol: Using Pop Culture to Engage Students and Boost Fluency Skills

ERIC Educational Resources Information Center

Calo, Kristine M.; Woolard-Ferguson, Taylor; Koitz, Ellen

2013-01-01

This article shares an oral reading practice that develops children's fluency skills, with a particular emphasis on performance reading and prosody. The authors share their experiences with Fluency Idol! as a way to engage young children by tapping into pop culture. The practice emphasizes repeated readings, feedback, practice, and…

Using Performance Methods to Enhance Students' Reading Fluency

ERIC Educational Resources Information Center

Young, Chase; Valadez, Corinne; Gandara, Cori

2016-01-01

The quasi-experimental study examined the effects of pairing Rock and Read with Readers Theater and only Rock and Read on second grade students' reading fluency scores. The 51 subjects were pre- and post-tested on five different reading fluency measures. A series of 3 × 2 repeated measures ANOVAs revealed statistically significant interaction…

Polish Basic Course.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

These 15 volumes of the Basic Polish Course, prepared for use in the Defense Language Institute's intensive language program, comprise Lessons 1-124. They are disigned to train native English language speakers to Level 3 proficiency in comprehension, speaking, reading, and writing Polish. (Level 5 is native-speaker fluency.) The phonological…

Benefits of Repeated Reading Intervention for Low-Achieving Fourth- and Fifth-Grade Students

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.

2008-01-01

Many students have difficulty achieving reading fluency, and nearly half of fourth graders are not fluent readers in grade-level texts. Intensive and focused reading practice is recommended to help close the gap between students with poor fluency and their average reading peers. In this study, the "Quick Reads" fluency program was used…

The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills.

PubMed

Bar-Kochva, Irit; Hasselhorn, Marcus

2017-01-01

This study set out to examine the effects of a morpheme-based training on reading and spelling in fifth and sixth graders ( N = 47), who present poor literacy skills and speak German as a second language. A computerized training, consisting of a visual lexical decision task (comprising 2,880 items, presented in 12 sessions), was designed to encourage fast morphological analysis in word processing. The children were divided between two groups: the one underwent a morpheme-based training, in which word-stems of inflections and derivations were presented for a limited duration, while their pre- and suffixes remained on screen until response. Another group received a control training consisting of the same task, except that the duration of presentation of a non-morphological unit was restricted. In a Word Disruption Task, participants read words under three conditions: morphological separation (with symbols separating between the words' morphemes), non-morphological separation (with symbols separating between non-morphological units of words), and no-separation (with symbols presented at the beginning and end of each word). The group receiving the morpheme-based program improved more than the control group in terms of word reading fluency in the morphological condition. The former group also presented similar word reading fluency after training in the morphological condition and in the no-separation condition, thereby suggesting that the morpheme-based training contributed to the integration of morphological decomposition into the process of word recognition. At the same time, both groups similarly improved in other measures of word reading fluency. With regard to spelling, the morpheme-based training group showed a larger improvement than the control group in spelling of trained items, and a unique improvement in spelling of untrained items (untrained word-stems integrated into trained pre- and suffixes). The results further suggest some contribution of the morpheme-based training to performance in a standardized spelling task. The morpheme-based training did not, however, show any unique effect on comprehension. These results suggest that the morpheme-based training is effective in enhancing some basic literacy skill in the population examined, i.e., morphological analysis in word processing and the access to orthographic representations in spelling, with no specific effects on reading fluency and comprehension.

The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills

PubMed Central

Bar-Kochva, Irit; Hasselhorn, Marcus

2017-01-01

This study set out to examine the effects of a morpheme-based training on reading and spelling in fifth and sixth graders (N = 47), who present poor literacy skills and speak German as a second language. A computerized training, consisting of a visual lexical decision task (comprising 2,880 items, presented in 12 sessions), was designed to encourage fast morphological analysis in word processing. The children were divided between two groups: the one underwent a morpheme-based training, in which word-stems of inflections and derivations were presented for a limited duration, while their pre- and suffixes remained on screen until response. Another group received a control training consisting of the same task, except that the duration of presentation of a non-morphological unit was restricted. In a Word Disruption Task, participants read words under three conditions: morphological separation (with symbols separating between the words’ morphemes), non-morphological separation (with symbols separating between non-morphological units of words), and no-separation (with symbols presented at the beginning and end of each word). The group receiving the morpheme-based program improved more than the control group in terms of word reading fluency in the morphological condition. The former group also presented similar word reading fluency after training in the morphological condition and in the no-separation condition, thereby suggesting that the morpheme-based training contributed to the integration of morphological decomposition into the process of word recognition. At the same time, both groups similarly improved in other measures of word reading fluency. With regard to spelling, the morpheme-based training group showed a larger improvement than the control group in spelling of trained items, and a unique improvement in spelling of untrained items (untrained word-stems integrated into trained pre- and suffixes). The results further suggest some contribution of the morpheme-based training to performance in a standardized spelling task. The morpheme-based training did not, however, show any unique effect on comprehension. These results suggest that the morpheme-based training is effective in enhancing some basic literacy skill in the population examined, i.e., morphological analysis in word processing and the access to orthographic representations in spelling, with no specific effects on reading fluency and comprehension. PMID:29163245

Orthographic Learning in Dyslexic Spanish Children

ERIC Educational Resources Information Center

Suárez-Coalla, Paz; Ramos, Sara; Álvarez-Cañizo, Marta; Cuetos, Fernando

2014-01-01

Reading fluency is one of the basic processes of learning to read. Children begin to develop fluency when they are able to form orthographic representations of words, which provide direct, smooth, and fast reading. Dyslexic children of transparent orthographic systems are mainly characterized by poor reading fluency (Cuetos & Suárez-Coalla…

Cognitive Correlates of Inadequate Response to Reading Intervention

PubMed Central

Fletcher, Jack M.; Stuebing, Karla K.; Barth, Amy E.; Denton, Carolyn A.; Cirino, Paul T.; Francis, David J.; Vaughn, Sharon

2012-01-01

The cognitive attributes of Grade 1 students who responded adequately and inadequately to a Tier 2 reading intervention were evaluated. The groups included inadequate responders based on decoding and fluency criteria (n = 29), only fluency criteria (n = 75), adequate responders (n = 85), and typically achieving students (n = 69). The cognitive measures included assessments of phonological awareness, rapid letter naming, oral language skills, processing speed, vocabulary, and nonverbal problem solving. Comparisons of all four groups identified phonological awareness as the most significant contributor to group differentiation. Measures of rapid letter naming, syntactic comprehension/working memory, and vocabulary also contributed uniquely to some comparisons of adequate and inadequate responders. In a series of regression analyses designed to evaluate the contributions of responder status to cognitive skills independently of variability in reading skills, only the model for rapid letter naming achieved statistical significance, accounting for a small (1%) increment in explained variance beyond that explained by models based only on reading levels. Altogether, these results do not suggest qualitative differences among the groups, but are consistent with a continuum of severity associated with the level of reading skills across the four groups. PMID:23125475

Home Environmental and Behavioral Risk Indices for Reading Achievement.

PubMed

Taylor, Jeanette; Ennis, Chelsea R; Hart, Sara A; Mikolajewski, Amy J; Schatschneider, Christopher

2017-07-01

The goal of this study was to identify home environmental and temperament/behavior variables that best predict standardized reading comprehension scores among school-aged children. Data from 269 children aged 9-16 ( M = 12.08; SD = 1.62) were used in discriminant function analyses to create the Home and Behavior indices. Family income was controlled in each index. The final Home and Behavior models each classified around 75% of cases correctly (reading comprehension at grade level vs. not). Each index was then used to predict other outcomes related to reading. Results showed that Home and/or Behavior accounted for 4-7% of the variance in reading fluency and spelling and 20-35% of the variance in parent-rated problems in math, social anxiety, and other dimensions. These metrics show promise as environmental and temperament/behavior risk scores that could be used to predict and potentially screen for further assessment of reading related problems.

Espanol avanzado para estudiantes de literatura (Advanced Spanish for Literature Students)

ERIC Educational Resources Information Center

Steel, Brian

1974-01-01

Spanish foreign language teaching should aim at the following: 1) adequate reading-comprehension ability; 2) fluency in spoken and written Spanish; and 3) ability to recognize linguistic characteristics in literature, which would serve as a basis for further graduate stylistic research. (Text is in Spanish.) (Author/DS)

Reading Research at Work: Foundations of Effective Practice

ERIC Educational Resources Information Center

Stahl, Katherine A. Dougherty, Ed.; McKenna, Michael C., Ed.

2006-01-01

This book presents state-of-the-science research on the components of successful literacy learning and how to target them in contemporary classrooms. The volume builds on and extends the work of Steven Stahl, whose pioneering contributions encompassed the key areas of phonemic awareness, phonics, vocabulary, fluency, comprehension, and assessment.…

The Fertility of Some Types of Vocabulary Instruction.

ERIC Educational Resources Information Center

Beck, Isabel L.; And Others

Designed to improve reading comprehension and other complex verbal functions, fertile instruction in word skill focuses on improving accuracy of word knowledge, increasing fluency of access to meanings in memory, and enriching semantic network connections among related concepts. It is particularly appropriate for teaching the high frequency words…

A Program Evaluation of a Literacy Initiative for Students with Moderate to Severe Disabilities

ERIC Educational Resources Information Center

De La Cruz, Carrie F.

2009-01-01

Recently the National Reading Panel concluded that systematic and direct instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension that is informed by ongoing assessments of student progress results in positive student achievement (NICHHD, 2002). For students with moderate to severe disabilities and students with…

Developing Reading Fluency: A Study of Extensive Reading in EFL

ERIC Educational Resources Information Center

Iwahori, Yurika

2008-01-01

Due to the great interest of practitioners on reading fluency in first language (L1) and second language (L2) English classroom settings, fluency has become a hot topic. A number of studies have suggested that an extensive reading (ER) program can lead to improvement of L2 learners' reading rate; however, studies about high school students are…

Using Subjective and Objective Measures to Predict Level of Reading Fluency at the End of First Grade

ERIC Educational Resources Information Center

Morris, Darrell; Pennell, Ashley M.; Perney, Jan; Trathen, Woodrow

2018-01-01

This study compared reading rate to reading fluency (as measured by a rating scale). After listening to first graders read short passages, we assigned an overall fluency rating (low, average, or high) to each reading. We then used predictive discriminant analyses to determine which of five measures--accuracy, rate (objective); accuracy, phrasing,…

Effects of a Mindful Breathing Exercise during Reading Fluency Intervention for Students with Attentional Difficulties

ERIC Educational Resources Information Center

Idler, Alyssa M.; Mercer, Sterett H.; Starosta, Lindsay; Bartfai, Jamie M.

2017-01-01

Students with attentional difficulties are at greater risk for reading difficulties. To address this concern, we examined the extent to which adding a mindful breathing exercise to individual reading fluency interventions would improve gains in reading fluency, student-reported attention, and student-reported stress. In a restricted alternating…

Reading skills in young adolescents with a history of Specific Language Impairment: The role of early semantic capacity.

PubMed

Buil-Legaz, Lucía; Aguilar-Mediavilla, Eva; Rodríguez-Ferreiro, Javier

2015-01-01

This study assessed the reading skills of 19 Spanish-Catalan children with Specific Language Impairment (SLI) and 16 age-matched control children. Children with SLI have difficulties with oral language comprehension, which may affect later reading acquisition. We conducted a longitudinal study examining reading acquisition in these children between 8 and 12 years old and we relate this data with early oral language acquisition at 6 years old. Compared to the control group, the SLI group presented impaired decoding and comprehension skills at age 8, as evidenced by poor scores in all the assessed tasks. Nevertheless, only text comprehension abilities appeared to be impaired at age 12. Individual analyses confirmed the presence of comprehension deficits in most of the SLI children. Furthermore, early semantic verbal fluency at age 6 appeared to significantly predict the reading comprehension capacity of SLI participants at age 12. Our results emphasize the importance of semantic capacity at early stages of oral language development over the consolidation of reading acquisition at later stages. Readers will recognize the relevance of prior oral language impairment, especially semantic capacity, in children with a history of SLI as a risk factor for the development of later reading difficulties. Copyright © 2015 Elsevier Inc. All rights reserved.

Assessing reading fluency in Kenya: Oral or silent assessment?

NASA Astrophysics Data System (ADS)

Piper, Benjamin; Zuilkowski, Stephanie Simmons

2015-04-01

In recent years, the Education for All movement has focused more intensely on the quality of education, rather than simply provision. Many recent and current education quality interventions focus on literacy, which is the core skill required for further academic success. Despite this focus on the quality of literacy instruction in developing countries, little rigorous research has been conducted on critical issues of assessment. This analysis, which uses data from the Primary Math and Reading Initiative (PRIMR) in Kenya, aims to begin filling this gap by addressing a key assessment issue - should literacy assessments in Kenya be administered orally or silently? The authors compared second-grade students' scores on oral and silent reading tasks of the Early Grade Reading Assessment (EGRA) in Kiswahili and English, and found no statistically significant differences in either language. They did, however, find oral reading rates to be more strongly related to reading comprehension scores. Oral assessment has another benefit for programme evaluators - it allows for the collection of data on student errors, and therefore the calculation of words read correctly per minute, as opposed to simply words read per minute. The authors therefore recommend that, in Kenya and in similar contexts, student reading fluency be assessed via oral rather than silent assessment.

Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek.

PubMed

Diamanti, Vassiliki; Mouzaki, Angeliki; Ralli, Asimina; Antoniou, Faye; Papaioannou, Sofia; Protopapas, Athanassios

2017-01-01

Different language skills are considered fundamental for successful reading and spelling acquisition. Extensive evidence has highlighted the central role of phonological awareness in early literacy experiences. However, many orthographic systems also require the contribution of morphological awareness. The goal of this study was to examine the morphological and phonological awareness skills of preschool children as longitudinal predictors of reading and spelling ability by the end of first grade, controlling for the effects of receptive and expressive vocabulary skills. At Time 1 preschool children from kindergartens in the Greek regions of Attika, Crete, Macedonia, and Thessaly were assessed on tasks tapping receptive and expressive vocabulary, phonological awareness (syllable and phoneme), and morphological awareness (inflectional and derivational). Tasks were administered through an Android application for mobile devices (tablets) featuring automatic application of ceiling rules. At Time 2 one year later the same children attending first grade were assessed on measures of word and pseudoword reading, text reading fluency, text reading comprehension, and spelling. Complete data from 104 children are available. Hierarchical linear regression and commonality analyses were conducted for each outcome variable. Reading accuracy for both words and pseudowords was predicted not only by phonological awareness, as expected, but also by morphological awareness, suggesting that understanding the functional role of word parts supports the developing phonology-orthography mappings. However, only phonological awareness predicted text reading fluency at this age. Longitudinal prediction of reading comprehension by both receptive vocabulary and morphological awareness was already evident at this age, as expected. Finally, spelling was predicted by preschool phonological awareness, as expected, as well as by morphological awareness, the contribution of which is expected to increase due to the spelling demands of Greek inflectional and derivational suffixes introduced at later grades.

Supporting the Development of Silent Reading Fluency: An Evidence-Based Framework for the Intermediate Grades (3-6)

ERIC Educational Resources Information Center

Reutzel, D. Ray; Juth, Stephanie

2014-01-01

Developing silent fluent reading is an important goal to be achieved in elementary literacy instruction. This article reviews characteristics of effective silent reading fluency instruction and practice. Next, the authors make the case for four components of effective silent reading fluency practice routines. Finally, the authors describe two…

A Musical Approach to Reading Fluency: An Experimental Study in First-Grade Classrooms

ERIC Educational Resources Information Center

Leguizamon, Daniel F.

2010-01-01

The purpose of this quantitative, quasi-experimental study was to investigate the relationship between Kodaly-based music instruction and reading fluency in first-grade classrooms. Reading fluency and overall reading achievement were measured for 109 participants at mid-point in the academic year pre- and post treatment. Tests were carried out to…

Fingerspelling as a Novel Gateway into Reading Fluency in Deaf Bilinguals.

PubMed

Stone, Adam; Kartheiser, Geo; Hauser, Peter C; Petitto, Laura-Ann; Allen, Thomas E

2015-01-01

Studies have shown that American Sign Language (ASL) fluency has a positive impact on deaf individuals' English reading, but the cognitive and cross-linguistic mechanisms permitting the mapping of a visual-manual language onto a sound-based language have yet to be elucidated. Fingerspelling, which represents English orthography with 26 distinct hand configurations, is an integral part of ASL and has been suggested to provide deaf bilinguals with important cross-linguistic links between sign language and orthography. Using a hierarchical multiple regression analysis, this study examined the relationship of age of ASL exposure, ASL fluency, and fingerspelling skill on reading fluency in deaf college-age bilinguals. After controlling for ASL fluency, fingerspelling skill significantly predicted reading fluency, revealing for the first-time that fingerspelling, above and beyond ASL skills, contributes to reading fluency in deaf bilinguals. We suggest that both fingerspelling--in the visual-manual modality--and reading--in the visual-orthographic modality--are mutually facilitating because they share common underlying cognitive capacities of word decoding accuracy and automaticity of word recognition. The findings provide support for the hypothesis that the development of English reading proficiency may be facilitated through strengthening of the relationship among fingerspelling, sign language, and orthographic decoding en route to reading mastery, and may also reveal optimal approaches for reading instruction for deaf and hard of hearing children.

Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders

PubMed Central

Whalon, Kelly J.; Al Otaiba, Stephanie; Delano, Monica E.

2009-01-01

Legislation mandates that all children, including children with autism spectrum disorders (ASD) be taught to read in ways that are consistent with reading research, and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary and comprehension strategies. The purpose of this review is to synthesize the literature on reading instruction for children with ASD that encompasses one or more of the five components of reading. The review yielded 11 studies with 61 participants ages 4 to 17. Results indicate that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided. PMID:20161582

The Reading Performance of English Learners in Grades 1-3: The Role of Initial Status and Growth on Reading Fluency in Spanish and English

ERIC Educational Resources Information Center

Baker, Doris Luft; Park, Yonghan; Baker, Scott K.

2012-01-01

The purposes of this study were to (a) examine the developmental patterns in pseudoword reading and oral reading fluency in Spanish and English for Spanish-speaking English learners (ELs) in grades 1-3, and (b) investigate whether initial status and growth rates in reading fluency in Spanish and English, significantly predicted reading…

Reading Fluency and College Readiness

ERIC Educational Resources Information Center

Rasinski, Timothy V.; Chang, Shu-Ching; Edmondson, Elizabeth; Nageldinger, James; Nigh, Jennifer; Remark, Linda; Kenney, Kristen Srsen; Walsh-Moorman, Elizabeth; Yildirim, Kasim; Nichols, William Dee; Paige, David D.; Rupley, William H.

2017-01-01

The Common Core State Standards suggest that an appropriate goal for secondary education is college and career readiness. Previous research has identified reading fluency as a critical component for proficient reading. One component of fluency is word recognition accuracy and automaticity. The present study attempted to determine the word…

A Randomized Controlled Trial Study of the ABRACADABRA Reading Intervention Program in Grade 1

ERIC Educational Resources Information Center

Savage, Robert S.; Abrami, Philip; Hipps, Geoffrey; Deault, Louise

2009-01-01

This study reports a randomized controlled trial evaluation of a computer-based balanced literacy intervention, ABRACADABRA (http://grover.concordia.ca/abra/version1/abracadabra.html). Children (N = 144) in Grade 1 were exposed either to computer activities for word analysis, text comprehension, and fluency, alongside shared stories (experimental…

Slovenian: Non-Resident Language Refresher Course. 210 Hour Course, Volume VI.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

Volume 6 of this refresher course, designed for use by United States Armed Forces Intelligence Units, consists of 10 area-background, situation lessons. The primary objectives are to maintain and develop aural comprehension and oral fluency, reading ability, and writing ability in the Slovenian language. Materials presented in the course are…

Slovenian: Non-Resident Language Refresher Course. 210 Hour Course, Volume VII.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

Volume 7 of this refresher course, designed for use by United States Armed Forces Intelligence Units, consists of 10 area-background, situation lessons. The primary objectives are to maintain and develop aural comprehension and oral fluency, reading ability, and writing ability in the Slovenian language. Materials presented in the course are…

Reading Development in Upper Elementary Language Minority Readers of Hebrew: The Specific Challenge of Fluency

ERIC Educational Resources Information Center

Shahar-Yames, Daphna; Prior, Anat

2017-01-01

We examined reading proficiency, focusing on fluency, in 56 Russian-speaking language minority (LM) students and 56 native Hebrew-speaking (NH) peers. Fifth-grade students completed measures of Hebrew reading accuracy and fluency from word to text level as well as phonological awareness (PA), RAN and vocabulary. LM students read single words less…

Insights into Fluency Instruction: Short- and Long-Term Effects of Two Reading Programs

ERIC Educational Resources Information Center

Schwanenflugel, Paula J.; Kuhn, Melanie R.; Morris, Robin D.; Morrow, Lesley Mandel; Meisinger, Elizabeth B.; Woo, Deborah Gee; Quirk, Matthew; Sevcik, Rose

2009-01-01

The purpose of the study was to examine short- and long-term effects of two instructional approaches designed to improve the reading fluency of second-grade children: Fluency-Oriented Reading Instruction (or FORI; Stahl & Heubach, 2005) and a wide reading approach (Kuhn et al., 2006). By the end of second grade, children in the wide reading…

Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade

PubMed Central

Al Otaiba, Stephanie; Petscher, Yaacov; Williams, Rihana S.; Pappamihiel, N. Eleni; Dyrlund, Allison K.; Connor, Carol

2009-01-01

This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities. PMID:25132688

Considering the Context and Texts for Fluency: Performance, Readers Theater, and Poetry

ERIC Educational Resources Information Center

Young, Chase; Nageldinger, James

2014-01-01

This article describes the importance of teaching reading fluency and all of its components, including automaticity and prosody. The authors explain how teachers can create a context for reading fluency instruction by engaging students in reading performance activities. To support the instructional contexts, the authors suggest particular…

Fingerspelling as a Novel Gateway into Reading Fluency in Deaf Bilinguals

PubMed Central

Stone, Adam; Kartheiser, Geo; Hauser, Peter C.; Petitto, Laura-Ann; Allen, Thomas E.

2015-01-01

Studies have shown that American Sign Language (ASL) fluency has a positive impact on deaf individuals’ English reading, but the cognitive and cross-linguistic mechanisms permitting the mapping of a visual-manual language onto a sound-based language have yet to be elucidated. Fingerspelling, which represents English orthography with 26 distinct hand configurations, is an integral part of ASL and has been suggested to provide deaf bilinguals with important cross-linguistic links between sign language and orthography. Using a hierarchical multiple regression analysis, this study examined the relationship of age of ASL exposure, ASL fluency, and fingerspelling skill on reading fluency in deaf college-age bilinguals. After controlling for ASL fluency, fingerspelling skill significantly predicted reading fluency, revealing for the first-time that fingerspelling, above and beyond ASL skills, contributes to reading fluency in deaf bilinguals. We suggest that both fingerspelling—in the visual-manual modality—and reading—in the visual-orthographic modality—are mutually facilitating because they share common underlying cognitive capacities of word decoding accuracy and automaticity of word recognition. The findings provide support for the hypothesis that the development of English reading proficiency may be facilitated through strengthening of the relationship among fingerspelling, sign language, and orthographic decoding en route to reading mastery, and may also reveal optimal approaches for reading instruction for deaf and hard of hearing children. PMID:26427062

Cross-age comparisons reveal multiple strategies for lexical ambiguity resolution during natural reading

PubMed Central

Stites, Mallory C.; Federmeier, Kara D.; Stine-Morrow, Elizabeth A. L.

2013-01-01

Eye-tracking was used to investigate how younger and older (60+) adults use syntactic and semantic information to disambiguate noun/verb (NV) homographs (e.g. park). In event-related potential work using the same materials, Lee and Federmeier (2009, 2011) found that young adults elicited a sustained frontal negativity to NV-homographs when only syntactic cues were available (i.e., in syntactic prose); this effect was eliminated by semantic constraints. The negativity was only present in older adults with high verbal fluency. The current study shows parallel findings: young adults exhibit inflated first fixation durations to NV-homographs in syntactic prose, but not semantically congruent sentences. This effect is absent in older adults as a group. Verbal fluency modulates the effect in both age groups: high fluency is associated with larger first fixation effects in syntactic prose. Older, but not younger, adults also show significantly increased rereading of the NV-homographs in syntactic prose. Verbal fluency modulates this effect as well: high fluency is associated with a reduced tendency to reread, regardless of age. This relationship suggests a tradeoff between initial and downstream processing costs for ambiguity during natural reading. Together, the eye-tracking and ERP data suggest that effortful meaning selection recruits mechanisms important for suppressing contextually inappropriate meanings, which also slow eye movements. Efficacy of fronto-temporal circuitry, as captured by verbal fluency, predicts the success of engaging these mechanisms in both young and older adults. Failure to recruit these processes requires compensatory rereading or leads to comprehension failures (Lee & Federmeier, 2012). PMID:23687920

Keep Up the Good Work! Part III: Using Multimedia To Build Reading Fluency and Enjoyment.

ERIC Educational Resources Information Center

Glasgow, Jacqueline N.

1997-01-01

Discusses building fluency in reading and writing and teaching students to read and write for pleasure. Highlights include multimedia storyboards; bilingual instruction; writing programs for building fluency; CD-ROM storyboards; student-created storyboards; and an annotated bibliography of CD-ROM storyboards, poetry collections, and composing…

Development of an Evidence-Based Reading Fluency Program for Adult Literacy Learners

ERIC Educational Resources Information Center

Shore, Jane; Sabatini, John; Lentini, Jennifer; Holtzman, Steven; McNeil, Adjua

2015-01-01

Fluency is an essential part of skilled reading that has only recently begun to receive its deserved attention. However, programs that meaningfully engage adult learners in fluency training have not been widely explored in research. In this article, the authors describe an evidence-based adult Guided Repeated Reading program developed for…

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

ERIC Educational Resources Information Center

Wanzek, Jeanne; Al Otaiba, Stephanie; Petscher, Yaacov

2014-01-01

This study used a large statewide database to examine the oral reading fluency development of second- and third-grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were administered to 185,367 students without disabilities (general education), 2,146 students identified…

Longitudinal Mediators of Achievement in Mathematics and Reading in Typical and Atypical Development

PubMed Central

Barnes, Marcia A.; Raghubar, Kimberly P.; English, Lianne; Williams, Jeffrey M.; Taylor, Heather; Landry, Susan

2014-01-01

Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and which are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n = 30) and typically developing children (n = 35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations; phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency; and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. PMID:24269579

Repeated Reading. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

"Repeated reading" is an academic practice that aims to increase oral reading fluency. "Repeated reading" can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level. During "repeated reading," a student sits in a quiet location with a…

Improving Dorsal Stream Function in Dyslexics by Training Figure/Ground Motion Discrimination Improves Attention, Reading Fluency, and Working Memory.

PubMed

Lawton, Teri

2016-01-01

There is an ongoing debate about whether the cause of dyslexia is based on linguistic, auditory, or visual timing deficits. To investigate this issue three interventions were compared in 58 dyslexics in second grade (7 years on average), two targeting the temporal dynamics (timing) of either the auditory or visual pathways with a third reading intervention (control group) targeting linguistic word building. Visual pathway training in dyslexics to improve direction-discrimination of moving test patterns relative to a stationary background (figure/ground discrimination) significantly improved attention, reading fluency, both speed and comprehension, phonological processing, and both auditory and visual working memory relative to controls, whereas auditory training to improve phonological processing did not improve these academic skills significantly more than found for controls. This study supports the hypothesis that faulty timing in synchronizing the activity of magnocellular with parvocellular visual pathways is a fundamental cause of dyslexia, and argues against the assumption that reading deficiencies in dyslexia are caused by phonological deficits. This study demonstrates that visual movement direction-discrimination can be used to not only detect dyslexia early, but also for its successful treatment, so that reading problems do not prevent children from readily learning.

Reliability and Validity of Oral Reading Fluency Median and Mean Scores among Middle Grade Readers When Using Equated Texts

PubMed Central

Barth, Amy E.; Stuebing, Karla K.; Fletcher, Jack M.; Cirino, Paul T.; Romain, Melissa; Francis, David; Vaughn, Sharon

2012-01-01

We evaluated the reliability and validity of two oral reading fluency scores for one-minute equated passages: median score and mean score. These scores were calculated from measures of reading fluency administered up to five times over the school year to students in grades 6–8 (n = 1,317). Both scores were highly reliable with strong convergent validity for adequately developing and struggling middle grade readers. These results support the use of either the median or mean score for oral reading fluency assessments for middle grade readers. PMID:23087532

Read Naturally[R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Read Naturally"[R] is an elementary and middle school supplemental reading program designed to improve reading fluency using a combination of books, audiotapes, and computer software. The program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic…

The relationship of global form and motion detection to reading fluency.

PubMed

Englund, Julia A; Palomares, Melanie

2012-08-15

Visual motion processing in typical and atypical readers has suggested aspects of reading and motion processing share a common cortical network rooted in dorsal visual areas. Few studies have examined the relationship between reading performance and visual form processing, which is mediated by ventral cortical areas. We investigated whether reading fluency correlates with coherent motion detection thresholds in typically developing children using random dot kinematograms. As a comparison, we also evaluated the correlation between reading fluency and static form detection thresholds. Results show that both dorsal and ventral visual functions correlated with components of reading fluency, but that they have different developmental characteristics. Motion coherence thresholds correlated with reading rate and accuracy, which both improved with chronological age. Interestingly, when controlling for non-verbal abilities and age, reading accuracy significantly correlated with thresholds for coherent form detection but not coherent motion detection in typically developing children. Dorsal visual functions that mediate motion coherence seem to be related maturation of broad cognitive functions including non-verbal abilities and reading fluency. However, ventral visual functions that mediate form coherence seem to be specifically related to accurate reading in typically developing children. Copyright © 2012 Elsevier Ltd. All rights reserved.

Three DIBELS Tasks vs. Three Informal Reading/Spelling Tasks: A Comparison of Predictive Validity

ERIC Educational Resources Information Center

Morris, Darrell; Trathen, Woodrow; Perney, Jan; Gill, Tom; Schlagal, Robert; Ward, Devery; Frye, Elizabeth M.

2017-01-01

Within a developmental framework, this study compared the predictive validity of three DIBELS tasks (phoneme segmentation fluency [PSF], nonsense word fluency [NWF], and oral reading fluency [ORF]) with that of three alternative tasks drawn from the field of reading (phonemic spelling [phSPEL], word recognition-timed [WR-t], and graded passage…

Reading Together: A Successful Reading Fluency Intervention

ERIC Educational Resources Information Center

Young, Chase; Mohr, Kathleen A. J.; Rasinski, Timothy

2015-01-01

The article describes a reading fluency intervention called Reading Together that combines the method of repeated readings (Samuels, 1979) and the Neurological Impress Method (Heckelman, 1969). Sixteen volunteers from various backgrounds were recruited and trained to deliver the Reading Together intervention to struggling readers in third through…

Read Naturally. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

"Read Naturally" is designed to improve reading fluency using a combination of books, audiotapes, and computer software. According to the developer's web site, this program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student…

Incorporating Response Times in Item Response Theory Models of Reading Comprehension Fluency

ERIC Educational Resources Information Center

Su, Shiyang

2017-01-01

With the online assessment becoming mainstream and the recording of response times becoming straightforward, the importance of response times as a measure of psychological constructs has been recognized and the literature of modeling times has been growing during the last few decades. Previous studies have tried to formulate models and theories to…

The Relationship between Parents' Literacy Skills and Their Preschool Children's Emergent Literacy Skills

ERIC Educational Resources Information Center

Taylor, Nicole A.; Greenberg, Daphne; Terry, Nicole Patton

2016-01-01

The aim of the present study was to investigate the correlational and predictive relationships between parents with low literacy skills (n = 96) and their 3-5 year old children's emergent literacy skills (n = 96). In the study parents were assessed on measures of reading comprehension, decoding, fluency, oral vocabulary, and word identification,…

A Study of Readers Theater in Eighth Grade: Issues of Fluency, Comprehension, and Vocabulary

ERIC Educational Resources Information Center

Keehn, Susan; Harmon, Janis; Shoho, Alan

2008-01-01

This study investigated the impact of Readers Theater on eighth-grade students, the majority of whom were reading below grade level. Over six weeks of a short story unit, one class participated in Readers Theater. The comparison group of like-ability students received more traditional literary and vocabulary instruction. Quantitative measures…

Response to Intervention for Middle School Students with Reading Difficulties: Effects of a Primary and Secondary Intervention

ERIC Educational Resources Information Center

Vaughn, Sharon; Cirino, Paul T.; Wanzek, Jeanne; Wexler, Jade; Fletcher, Jack M.; Denton, Carolyn D.; Barth, Amy; Romain, Melissa; Francis, David J.

2010-01-01

This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension. Participants scored below a proficiency level on their state accountability test and were compared to a similar group of…

Developing General Literacy Ability and Intercultural Sensitivity through English Literacy Instruction: Using Global Literature for Korean EFL Learners

ERIC Educational Resources Information Center

Bae, Jiyoung

2012-01-01

This study explored L2 literacy ability and intercultural sensitivity of Korean late elementary to early middle school students learning English as a foreign language. This study investigated the latent variable structure of L2 literacy abilities, including fluency, vocabulary, reading comprehension, and writing abilities, and intercultural…

Music and Literacy: Strategies Using "Comprehension Connections" by Tanny McGregor

ERIC Educational Resources Information Center

Frasher, Kathleen Diane

2014-01-01

Music and literacy share many of the same skills; therefore, it is no surprise that music and literacy programs can be used together to help children learn to read. Music study can help promote literacy skills such as vocabulary, articulation, pronunciation, grammar, fluency, writing, sentence patterns, rhythm/parts of speech, auditory processing,…

Connected Text Reading and Differences in Text Reading Fluency in Adult Readers

PubMed Central

Wallot, Sebastian; Hollis, Geoff; van Rooij, Marieke

2013-01-01

The process of connected text reading has received very little attention in contemporary cognitive psychology. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents, which can be studied in isolated words or sentences. However, this lack of attention is in parts also due to the lack of statistical analysis techniques, which accommodate interdependent time series. In this study, we investigate text reading performance with traditional and nonlinear analysis techniques and show how outcomes from multiple analyses can used to create a more detailed picture of the process of text reading. Specifically, we investigate reading performance of groups of literate adult readers that differ in reading fluency during a self-paced text reading task. Our results indicate that classical metrics of reading (such as word frequency) do not capture text reading very well, and that classical measures of reading fluency (such as average reading time) distinguish relatively poorly between participant groups. Nonlinear analyses of distribution tails and reading time fluctuations provide more fine-grained information about the reading process and reading fluency. PMID:23977177

The influence of inattention and rapid automatized naming on reading performance.

PubMed

Pham, Andy V; Fine, Jodene Goldenring; Semrud-Clikeman, Margaret

2011-04-01

The current study examined the relation between attention, rapid automatized naming (RAN), and reading fluency among typically developing children. A total of 104 third- and fourth-grade children (8-11 years of age) completed RAN measures consisting of four stimuli (letter, digit, color, and object) and an oral reading fluency measure from the Gray Oral Reading Test-Fourth Edition. Correlational and hierarchical regression analyses revealed that all four RAN stimuli, particularly letter RAN, were significant predictors of reading fluency. Additionally, parent and teacher ratings of inattention from the Swanson, Nolan and Pelham-Version Four rating scale predicted RAN after controlling for gender, working memory, and estimated IQ. Further analyses indicated that RAN performance mediated the relation between inattention and reading fluency. Results support the need to consider attentional variables when assessing reading performance, even among typically developing children.

Comparing Relations of Motivation, Engagement, and Achievement among Struggling and Advanced Adolescent Readers

PubMed Central

Lutz Klauda, Susan; Guthrie, John T.

2014-01-01

This longitudinal study examined the development of reading motivation, engagement, and achievement in early adolescence by comparing interrelations of these variables in struggling and advanced readers. Participants were 183 pairs of seventh grade students matched in gender, ethnicity, socioeconomic status, and school attended. They completed measures of reading motivations, engagement and comprehension for information text as well as measures of general reading comprehension and reading fluency twice during the school year. Advanced readers showed stronger relations of motivation and engagement with achievement than struggling readers. However, motivation predicted concurrent engagement and growth in engagement similarly for struggling and advanced readers. These results are interpreted as support for the hypothesis that cognitive challenges limit the relations of motivation and engagement to achievement for struggling readers. The discussion also considers the impact of the focus on the information text genre on the relations observed and implications of the findings for achievement motivation theories. PMID:25663747

Read Naturally. Revised. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

"Read Naturally" is designed to improve reading fluency using a combination of books, audio-tapes, and computer software. This program includes three main strategies: repeated reading of English text for oral reading fluency development, teacher modeling of story reading, and systematic monitoring of student progress by teachers.…

Read Naturally. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2006

2006-01-01

"Read Naturally" is designed to improve reading fluency using a combination of books, audio-tapes, and computer software. This program includes three main strategies: (1) repeated reading of English text for oral reading fluency development; (2) teacher modeling of story reading; and (3) systematic monitoring of student progress by…

easyCBM[R] Slope Reliability: Letter Names, Word Reading Fluency, and Passage Reading Fluency. Technical Report #1111

ERIC Educational Resources Information Center

Patarapichayatham, Chalie; Anderson, Daniel; Irvin, P. Shawn; Kamata, Akhito; Alonzo, Julie; Tindal, Gerald

2011-01-01

Within a response to intervention (RTI) framework, students are administered multiple tests of equivalent difficulty. Changes in students' scores over time are then attributed to changes in learning. In the current study, we evaluated the reliability of score changes (i.e., slope) for the easyCBM[R] letter names, word reading fluency, and passage…

Reading Fluency Interventions for Middle School Students with Academic and Behavioral Disabilities

ERIC Educational Resources Information Center

Hilsmer, Amanda Strong; Wehby, Joseph H.; Falk, Katherine B.

2016-01-01

The research base on how to effectively intervene to improve the reading fluency of students with academic and behavioral disabilities at the middle school level does not provide a strong support for evidence- based practices with this age group. The purpose of this study was to extend the body of research on reading fluency interventions to…

The Impact of Word Walls on Improving the English Reading Fluency of Saudi Kindergarten's Children

ERIC Educational Resources Information Center

AlShaiji, Ohoud Abdullatif; AlSaleem, Basma Issa

2014-01-01

The objective of this study was to investigate the impact of Word Walls on improving the English reading fluency of Saudi kindergarten's children. The present study attempted to answer whether there was a statistically significant difference (a = 0.05) between the Saudi children's subjects' mean score on the English reading fluency test due to…

Using video self- and peer modeling to facilitate reading fluency in children with learning disabilities.

PubMed

Decker, Martha M; Buggey, Tom

2014-01-01

The authors compared the effects of video self-modeling and video peer modeling on oral reading fluency of elementary students with learning disabilities. A control group was also included to gauge general improvement due to reading instruction and familiarity with researchers. The results indicated that both interventions resulted in improved fluency. Students in both experimental groups improved their reading fluency. Two students in the self-modeling group made substantial and immediate gains beyond any of the other students. Discussion is included that focuses on the importance that positive imagery can have on student performance and the possible applications of both forms of video modeling with students who have had negative experiences in reading.

Cross-age comparisons reveal multiple strategies for lexical ambiguity resolution during natural reading.

PubMed

Stites, Mallory C; Federmeier, Kara D; Stine-Morrow, Elizabeth A L

2013-11-01

Eye tracking was used to investigate how younger and older (60 or more years) adults use syntactic and semantic information to disambiguate noun/verb (NV) homographs (e.g., park). In event-related potential (ERP) work using the same materials, Lee and Federmeier (2009, 2011) found that young adults elicited a sustained frontal negativity to NV homographs when only syntactic cues were available (i.e., in syntactic prose); this effect was eliminated by semantic constraints. The negativity was only present in older adults with high verbal fluency. The current study shows parallel findings: Young adults exhibit inflated first fixation durations to NV homographs in syntactic prose, but not semantically congruent sentences. This effect is absent in older adults as a group. Verbal fluency modulates the effect in both age groups: High fluency is associated with larger first fixation effects in syntactic prose. Older, but not younger, adults also show significantly increased rereading of the NV homographs in syntactic prose. Verbal fluency modulates this effect as well: High fluency is associated with a reduced tendency to reread, regardless of age. This relationship suggests a trade-off between initial and downstream processing costs for ambiguity during natural reading. Together the eye-tracking and ERP data suggest that effortful meaning selection recruits mechanisms important for suppressing contextually inappropriate meanings, which also slow eye movements. Efficacy of frontotemporal circuitry, as captured by verbal fluency, predicts the success of engaging these mechanisms in both young and older adults. Failure to recruit these processes requires compensatory rereading or leads to comprehension failures (Lee & Federmeier, 2012). PsycINFO Database Record (c) 2013 APA, all rights reserved.

The Effects of Age and Sublexical Automaticity on Reading Outcomes for Students with Reading Disabilities

ERIC Educational Resources Information Center

Metsala, Jamie L.; David, Margaret D.

2017-01-01

For students with reading disabilities, reading fluency has proven difficult to remediate. The current study examined age-related effects on measures of word and text-reading outcomes, within the context of a phonologically based remedial reading program. The contribution of speeded-reading of sublexical sound-spelling patterns to fluency outcomes…

Working Memory Influences Processing Speed and Reading Fluency in ADHD

PubMed Central

Jacobson, Lisa A.; Ryan, Matthew; Martin, Rebecca B.; Ewen, Joshua; Mostofsky, Stewart H.; Denckla, Martha B.; Mahone, E. Mark

2012-01-01

Processing speed deficits affect reading efficiency, even among individuals who recognize and decode words accurately. Children with ADHD who decode words accurately can still have inefficient reading fluency, leading to a bottleneck in other cognitive processes. This “slowing” in ADHD is associated with deficits in fundamental components of executive function underlying processing speed, including response selection. The purpose of the present study was to deconstruct processing speed in order to determine which components of executive control best explain the “processing” speed deficits related to reading fluency in ADHD. Participants (41 ADHD, 21 controls), ages 9-14, screened for language disorders, word reading deficits, and psychiatric disorders, were administered measures of copying speed, processing speed, reading fluency, working memory, reaction time, inhibition, and auditory attention span. Compared to controls, children with ADHD showed reduced oral and silent reading fluency, and reduced processing speed—driven primarily by deficits on WISC-IV Coding. In contrast, groups did not differ on copying speed. After controlling for copying speed, sex, severity of ADHD-related symptomatology, and GAI, slowed “processing” speed (i.e., Coding) was significantly associated with verbal span and measures of working memory, but not with measures of response control/inhibition, lexical retrieval speed, reaction time, or intra-subject variability. Further, “processing” speed (i.e., Coding, residualized for copying speed) and working memory were significant predictors of oral reading fluency. Abnormalities in working memory and response selection (which are frontally-mediated and enter into the output side of processing speed) may play an important role in deficits in reading fluency in ADHD, potentially more than posteriorally-mediated problems with orienting of attention or perceiving the stimulus. PMID:21287422

Working memory influences processing speed and reading fluency in ADHD.

PubMed

Jacobson, Lisa A; Ryan, Matthew; Martin, Rebecca B; Ewen, Joshua; Mostofsky, Stewart H; Denckla, Martha B; Mahone, E Mark

2011-01-01

Processing-speed deficits affect reading efficiency, even among individuals who recognize and decode words accurately. Children with ADHD who decode words accurately can still have inefficient reading fluency, leading to a bottleneck in other cognitive processes. This "slowing" in ADHD is associated with deficits in fundamental components of executive function underlying processing speed, including response selection. The purpose of the present study was to deconstruct processing speed in order to determine which components of executive control best explain the "processing" speed deficits related to reading fluency in ADHD. Participants (41 ADHD, 21 controls), ages 9-14 years, screened for language disorders, word reading deficits, and psychiatric disorders, were administered measures of copying speed, processing speed, reading fluency, working memory, reaction time, inhibition, and auditory attention span. Compared to controls, children with ADHD showed reduced oral and silent reading fluency and reduced processing speed-driven primarily by deficits on WISC-IV Coding. In contrast, groups did not differ on copying speed. After controlling for copying speed, sex, severity of ADHD-related symptomatology, and GAI, slowed "processing" speed (i.e., Coding) was significantly associated with verbal span and measures of working memory but not with measures of response control/inhibition, lexical retrieval speed, reaction time, or intrasubject variability. Further, "processing" speed (i.e., Coding, residualized for copying speed) and working memory were significant predictors of oral reading fluency. Abnormalities in working memory and response selection (which are frontally mediated and enter into the output side of processing speed) may play an important role in deficits in reading fluency in ADHD, potentially more than posteriorally mediated problems with orienting of attention or perceiving the stimulus.

Read Two Impress: An Intervention for Disfluent Readers

ERIC Educational Resources Information Center

Young, Chase; Rasinski, Timothy; Mohr, Kathleen A. J.

2016-01-01

The authors describe a research-based method to increase students' reading fluency. The method is called Read Two Impress, which is derived from the Neurological Impress Method and the method of repeated readings. The authors provide step-by-step procedures to effectively implement the reading fluency intervention. Previous research indicates that…

New Metrics, Measures, and Uses for Fluency Data: An Introduction to a Special Issue on the Assessment of Reading Fluency

ERIC Educational Resources Information Center

Biancarosa, Gina; Cummings, Kelli D.

2015-01-01

The primary objective of this special issue is to synthesize results from recent reading fluency research endeavors, and to link these findings to practical uses of reading curriculum-based measurement (R-CBM) tools. Taken together, the manuscripts presented in this issue discuss measurement work related to new metrics of indexing student reading…

Using an iPad® App to Improve Sight Word Reading Fluency for At-Risk First Graders

ERIC Educational Resources Information Center

Musti-Rao, Shobana; Lo, Ya-yu; Plati, Erin

2015-01-01

We used a multiple baseline across word lists design nested within a multiple baseline across participants design to examine the effects of instruction delivered using an iPad® app on sight word fluency and oral reading fluency of six first graders identified as at risk for reading failure. In Study 1, three students participated in…

Investigation of the Psychometric Attributes of the Test of Silent Contextual Reading Fluency

ERIC Educational Resources Information Center

Bell, Sherry Mee; McCallum, R. Steve; Kirk, Emily R.; Fuller, Emily J.; McCane-Bowling, Sara

2007-01-01

The purpose of this study was to examine the psychometric integrity of the "Test of Silent Contextual Reading Fluency" (TOSCRF) by D. D. Hammill, J. L. Wiederholt, and E. A. Allen (2006). The TOSCRF is a recently published assessment of reading fluency for ages 7 years 0 months to 18 years 11 months that can be administered individually or in a…

Determining English Language Learners' Response to Intervention: Questions and Some Answers

ERIC Educational Resources Information Center

Linan-Thompson, Sylvia; Cirino, Paul T.; Vaughn, Sharon

2007-01-01

Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b)…

Mothers' and Teachers' Estimations of First Graders' Literacy Level and Their Relation to the Children's Actual Performance in Different SES Groups

ERIC Educational Resources Information Center

Korat, Ofra

2011-01-01

The relationship between mothers' and teachers' estimations of 60 children's literacy level and their actual performance were investigated in two different socio-economic status (SES) groups: low (LSES) and high (HSES). The children's reading (fluency, accuracy and comprehension) and spelling levels were measured. The mothers evaluated their own…

The Relationships between Leadership Practice and Teacher Motivation, Capacity, and Work Setting as Related to Change in Literacy Instruction

ERIC Educational Resources Information Center

Baker, Linda Marie

2011-01-01

Recent studies have indicated the necessity for changes in literacy assessment and instruction. Well respected authorities have agreed that direct, explicit, and systematic instruction in the five basic components of reading (i.e., phonemic awareness, phonics, vocabulary, fluency, and comprehension) is essential to ensure that all students have an…

The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students

PubMed Central

Barth, Amy E.; Tolar, Tammy D.; Fletcher, Jack M.; Francis, David

2014-01-01

We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level of reading ability, grade, gender) and text features (passage difficulty, length, genre, and language and discourse attributes) on the oral reading fluency of a sample of middle-school students in Grades 6–8 (N = 1,794). Students who were struggling (n = 704) and typically developing readers (n = 1,028) were randomly assigned to read five 1-min passages from each of 5 Lexile bands (within student range of 550 Lexiles). A series of multilevel analyses showed that student and text characteristics contributed uniquely to oral reading fluency rates. Student characteristics involving sight word reading efficiency and level of decoding ability accounted for more variability than reader type and verbal knowledge, with small, but statistically significant effects of grade and gender. The most significant text feature was passage difficulty level. Interactions involving student text characteristics, especially attributes involving overall ability level and difficulty of the text, were also apparent. These results support views of the development of oral reading fluency that involve interactions of student and text characteristics and highlight the importance of scaling for passage difficulty level in assessing individual differences in oral reading fluency. PMID:24567659

Assisted Reading: A Flexible Approach to L2 Reading Fluency Building

ERIC Educational Resources Information Center

Taguchi, Etsuo; Melhem, Linley; Kawaguchi, Toshiko

2016-01-01

Reading fluency is a critical component of reading proficiency in both the L1 and L2. It lays a foundation on which readers build their reading skills to become strategic and versatile in using a variety of cognitive and metacognitive strategies of reading. In this paper we propose Assisted Reading as a flexible method for developing reading…

Longitudinal mediators of achievement in mathematics and reading in typical and atypical development.

PubMed

Barnes, Marcia A; Raghubar, Kimberly P; English, Lianne; Williams, Jeffrey M; Taylor, Heather; Landry, Susan

2014-03-01

Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n=30) and typically developing children (n=35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations, phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency, and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. Copyright © 2013 Elsevier Inc. All rights reserved.

Negotiating new literacies in science: An examination of at-risk and average-achieving ninth-grade readers' online reading comprehension strategies

NASA Astrophysics Data System (ADS)

Sevensma, Kara

In today's digital world the Internet is becoming an increasingly predominant resource for science information, rapidly eclipsing the traditional science textbook in content area classrooms (Lawless & Schrader, 2008). The shift challenges researchers, educators, administrators, and policy makers to reconsider what it means to read and comprehend online science information. The research on digital literacy is still in its infancy and little is known about the strategies and processes students use when reading science content on the Internet. Even less is known about how at-risk readers comprehend digital science content. Therefore, this study addresses three research questions: (1) What strategies and processes do at-risk and average-achieving readers use as they locate information and generate meaning from science websites? (2) What navigational profiles emerge as at-risk and average-achieving readers construct traversals (unique online paths of information) they locate information and generate meaning from science websites? (3) What individual characteristics influenced students' strategies as they locate information and generate meaning from science websites? Participants were six ninth-grade students in general education biology classrooms. Three were average-achieving readers and three were at-risk readers based on assessments of reading comprehension in traditional print-based texts. The students engaged in a three-day research project about the rainforest biome, locating information online, taking notes, and constructing an information brochure about the rainforest for peers. Data measures prior to and during the research included an Internet use survey, verbal protocols, screen captures of online activity, oral reading fluency assessments, and prior knowledge and topic engagement surveys. Quantitative descriptive and univariate analyses as well as qualitative abductive coding were employed over multiple phases to analyze the data. First, the results suggest that students employed a variety of online reading comprehension strategies in complex and dynamic ways. Among the many strategies revealed, the group of self-regulatory strategies (planning, predicting, monitoring, and evaluating) played a significant role, influencing students' use of all other strategies for locating and generating meaning from science websites. Second, the results also suggested that patterns of strategy use could be examined as unique navigational profiles. Rather than remaining fixed, the navigational profiles of each student altered in response to tasks and research methods. Importantly, all at-risk readers revealed more effective navigational profiles on Day 3 when they were forced by design of the task to attend to project goals and employ more self-regulatory strategies. Third, the results revealed that traditional reading comprehension strategies and prior knowledge of the rainforest also influenced online reading comprehension. Specifically, the at-risk readers with the lowest reading comprehension, oral reading fluency, and prior knowledge scores were more likely than the average-achieving readers to encounter issues in online texts that resulted in constructing ineffective traversals, or online reading paths, and spending significant time investing in online reading that was irrelevant to the research project. Ultimately, this study advanced the understanding about online reading comprehension for average-achieving and at-risk readers in science classrooms, contributing to a gap in the research, suggesting implications for practice, and promoting future research questions.

Tiers of intervention in kindergarten through third grade.

PubMed

O'Connor, Rollanda E; Harty, Kristin R; Fulmer, Deborah

2005-01-01

This study measured the effects of increasing levels of intervention in reading for a cohort of children in Grades K through 3 to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. Tier 1 consisted of professional development for teachers of reading. The focus of this study is on additional instruction that was provided as early as kindergarten for children whose achievement fell below average. Tier 2 intervention consisted of small-group reading instruction 3 times per week, and Tier 3 of daily instruction delivered individually or in groups of two. A comparison of the reading achievement of third-grade children who were at risk in kindergarten showed moderate to large differences favoring children in the tiered interventions in decoding, word identification, fluency, and reading comprehension.

Improving Dorsal Stream Function in Dyslexics by Training Figure/Ground Motion Discrimination Improves Attention, Reading Fluency, and Working Memory

PubMed Central

Lawton, Teri

2016-01-01

There is an ongoing debate about whether the cause of dyslexia is based on linguistic, auditory, or visual timing deficits. To investigate this issue three interventions were compared in 58 dyslexics in second grade (7 years on average), two targeting the temporal dynamics (timing) of either the auditory or visual pathways with a third reading intervention (control group) targeting linguistic word building. Visual pathway training in dyslexics to improve direction-discrimination of moving test patterns relative to a stationary background (figure/ground discrimination) significantly improved attention, reading fluency, both speed and comprehension, phonological processing, and both auditory and visual working memory relative to controls, whereas auditory training to improve phonological processing did not improve these academic skills significantly more than found for controls. This study supports the hypothesis that faulty timing in synchronizing the activity of magnocellular with parvocellular visual pathways is a fundamental cause of dyslexia, and argues against the assumption that reading deficiencies in dyslexia are caused by phonological deficits. This study demonstrates that visual movement direction-discrimination can be used to not only detect dyslexia early, but also for its successful treatment, so that reading problems do not prevent children from readily learning. PMID:27551263

Oral Reading Fluency with iPods

ERIC Educational Resources Information Center

Arens, Karla; Gove, Mary K.; Abate, Ron

2018-01-01

Research suggests that oral reading fluency frees up working memory so readers can focus on the meaning of a text, but traditional instruction in oral reading can be problematic in classrooms with students at different reading levels. Differentiating instruction, providing motivation to practice, as well as timely corrective feedback are practical…

Using Songs to Strengthen Reading Fluency

ERIC Educational Resources Information Center

Patel, Pooja; Laud, Leslie E.

2007-01-01

This study evaluated the use of songs with lyrics to increase the reading fluency rates of three middle school students. In the first condition, students heard fluent reading modeled, read regular passages repeatedly and then received feedback on accuracy, phrasing and expression. After that, students received the same intervention, except that…

Teachers Engaging Parents as Tutors to Improve Oral Reading Fluency

ERIC Educational Resources Information Center

Kupzyk, Sara S.

2012-01-01

This dissertation examined the application of evidence-based tutoring for oral reading fluency (ORF) to a natural setting, using teachers as parent trainers. Measures used to determine the impact of parent tutoring included treatment integrity, student reading outcomes, attitudes towards involvement and reading, and social validity. Six teachers…

First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status

PubMed Central

Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bryant, V. Joan; Hamlett, Carol L.; Lambert, Warren

2012-01-01

In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children’s phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal reasoning. Throughout first grade, they also modeled the students’ reading progress by means of weekly Word Identification Fluency (WIF) tests to derive December and May intercepts. The authors assessed their reading comprehension in the spring of Grades 1–5. With the four cognitive variables and the WIF December intercept as predictors, 50.3% of the variance in fifth-grade reading comprehension was explained: 52.1% of this 50.3% was unique to the cognitive variables, 13.1% to the WIF December intercept, and 34.8% was shared. All five predictors were statistically significant. The same four cognitive variables with the May (rather than December) WIF intercept produced a model that explained 62.1% of the variance. Of this amount, the cognitive variables and May WIF intercept accounted for 34.5% and 27.7%, respectively; they shared 37.8%. All predictors in this model were statistically significant except RAN. Logistic regression analyses indicated that the accuracy with which the cognitive variables predicted end-of-fifth-grade RD status was 73.9%. The May WIF intercept contributed reliably to this prediction; the December WIF intercept did not. Results are discussed in terms of a role for cognitive abilities in identifying, classifying, and instructing students with severe reading problems. PMID:22539057

First-grade cognitive abilities as long-term predictors of reading comprehension and disability status.

PubMed

Fuchs, Douglas; Compton, Donald L; Fuchs, Lynn S; Bryant, V Joan; Hamlett, Carol L; Lambert, Warren

2012-01-01

In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children's phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal reasoning. Throughout first grade, they also modeled the students' reading progress by means of weekly Word Identification Fluency (WIF) tests to derive December and May intercepts. The authors assessed their reading comprehension in the spring of Grades 1-5. With the four cognitive variables and the WIF December intercept as predictors, 50.3% of the variance in fifth-grade reading comprehension was explained: 52.1% of this 50.3% was unique to the cognitive variables, 13.1% to the WIF December intercept, and 34.8% was shared. All five predictors were statistically significant. The same four cognitive variables with the May (rather than December) WIF intercept produced a model that explained 62.1% of the variance. Of this amount, the cognitive variables and May WIF intercept accounted for 34.5% and 27.7%, respectively; they shared 37.8%. All predictors in this model were statistically significant except RAN. Logistic regression analyses indicated that the accuracy with which the cognitive variables predicted end-of-fifth-grade RD status was 73.9%. The May WIF intercept contributed reliably to this prediction; the December WIF intercept did not. Results are discussed in terms of a role for cognitive abilities in identifying, classifying, and instructing students with severe reading problems.

Deaf Students' Reading and Writing in College: Fluency, Coherence, and Comprehension.

PubMed

Albertini, John A; Marschark, Marc; Kincheloe, Pamela J

2016-07-01

Research in discourse reveals numerous cognitive connections between reading and writing. Rather than one being the inverse of the other, there are parallels and interactions between them. To understand the variables and possible connections in the reading and writing of adult deaf students, we manipulated writing conditions and reading texts. First, to test the hypothesis that a fluent writing process leads to richer content and a higher degree of coherence in a written summary, we interrupted the writing process with verbal and nonverbal intervening tasks. The negligible effect of the interference indicated that the stimuli texts were not equivalent in terms of coherence and revealed a relationship between coherence of the stimuli texts, amount of content recalled, and coherence of the written summaries. To test for a possible effect of coherence on reading comprehension, we manipulated the coherence of the texts. We found that students understood the more coherent versions of the passages better than the less coherent versions and were able to accurately distinguish between them. However, they were not able to judge comprehensibility. Implications for further research and classroom application are discussed. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Eye movements and the perceptual span during first- and second-language sentence reading in bilingual older adults.

PubMed

Whitford, Veronica; Titone, Debra

2016-02-01

This study addressed a central yet previously unexplored issue in the psychological science of aging, namely, whether the advantages of healthy aging (e.g., greater lifelong experience with language) or disadvantages (e.g., decreases in cognitive and sensory processing) drive L1 and L2 reading performance in bilingual older adults. To this end, we used a gaze-contingent moving window paradigm to examine both global aspects of reading fluency (e.g., reading rates, number of regressions) and the perceptual span (i.e., allocation of visual attention into the parafovea) in bilingual older adults during L1 and L2 sentence reading, as a function of individual differences in current L2 experience. Across the L1 and L2, older adults exhibited reduced reading fluency (e.g., slower reading rates, more regressions), but a similar perceptual span compared with matched younger adults. Also similar to matched younger adults, older adults' reading fluency was lower for L2 reading than for L1 reading as a function of current L2 experience. Specifically, greater current L2 experience increased L2 reading fluency, but decreased L1 reading fluency (for global reading measures only). Taken together, the dissociation between intact perceptual span and impaired global reading measures suggests that older adults may prioritize parafoveal processing despite age-related encoding difficulties. Consistent with this interpretation, post hoc analyses revealed that older adults with higher versus lower executive control were more likely to adopt this strategy. (c) 2016 APA, all rights reserved).

Assisting a Struggling Turkish Student with a Repeated Reading Fluency Intervention

ERIC Educational Resources Information Center

Yildirim, Kasim; Ritz, Elizabeth; Akyol, Hayati; Rasinski, Timothy

2015-01-01

One of the most important aims of teaching reading is to help students acquire fluent reading skills. With this aim in mind, this study attempted to support a student with difficulty to become a fluent reader by improving his reading skills using a fluency instruction method called repeated reading. This study was performed with an elementary…

A Comparison of Two Sight Word Reading Fluency Drill Formats

ERIC Educational Resources Information Center

Sullivan, Maureen; Konrad, Moira; Joseph, Laurice M.; Luu, Ken C. T.

2013-01-01

The authors compared the effects of two sight word fluency drills (i.e., reading racetrack and list drills). They used a repeated acquisition design across 8 second-grade students identified as at risk for reading difficulties. More participants performed better when they read words on the reading racetrack than on the list; however, results were…

The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

ERIC Educational Resources Information Center

Hussien, Abdelaziz M.

2014-01-01

This study examined oral reading fluency (ORF) of bilingual and monolingual students. The author selected a sample of 510 (258 males and 252 females) native Arabic-speaking sixth-graders (62 bilinguals and 448 monolinguals) in Egypt. The purposes were; (a) to examine oral reading rate, oral reading accuracy, prosody, and oral reading comprehension…

Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties.

PubMed

Vaughn, Sharon; Roberts, Garrett J; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M

2018-05-01

We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition ( n = 139) or the treatment condition ( n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0. 58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).

Fluency Training. NetNews . Volume 4, Number 5

ERIC Educational Resources Information Center

LDA of Minnesota, 2004

2004-01-01

In the past, researchers believed that reading fluency developed as a result of good word recognition skills; however, it is now believed that fluency must be explicitly taught and practiced orally in order to develop. Readers who are not fluent in reading will be less motivated to practice, have more difficulty learning academic content, and…

Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis

PubMed Central

Ahmed, Yusra; Wagner, Richard K.; Lopez, Danielle

2013-01-01

Relations between reading and writing have been studied extensively but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence and text levels. Latent change score models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models. Participants included 316 boys and girls who were assessed annually in grades 1 through 4. Measures of reading included pseudo-word decoding, sentence reading efficiency, oral reading fluency and passage comprehension. Measures of writing included spelling, a sentence combining task and writing prompts. Findings suggest that a reading-to-writing model better described the data for the word and text levels of language, but a bidirectional model best fit the data at the sentence level. PMID:24954951

Codeswitching techniques: evidence-based instructional practices for the ASL/English bilingual classroom.

PubMed

Andrews, Jean F; Rusher, Melissa

2010-01-01

The authors present a perspective on emerging bilingual deaf students who are exposed to, learning, and developing two languages--American Sign Language (ASL) and English (spoken English, manually coded English, and English reading and writing). The authors suggest that though deaf children may lack proficiency or fluency in either language during early language-learning development, they still engage in codeswitching activities, in which they go back and forth between signing and English to communicate. The authors then provide a second meaning of codeswitching--as a purpose-driven instructional technique in which the teacher strategically changes from ASL to English print for purposes of vocabulary and reading comprehension. The results of four studies are examined that suggest that certain codeswitching strategies support English vocabulary learning and reading comprehension. These instructional strategies are couched in a five-pronged approach to furthering the development of bilingual education for deaf students.

Reading Intervention and Special Education Referrals

ERIC Educational Resources Information Center

Polcyn, Dawn M.; Levine-Donnerstein, Deborah; Perfect, Michelle M.; Obrzut, John E.

2014-01-01

This study examined whether consistently implementing reading fluency interventions prior to referring students for a special education evaluation led to fewer overall special education referrals, as well as more accurate special education referrals. Results indicated that the implementation of a peer-mediated reading fluency intervention…

Supplemental Computerized Reading Instruction in Oral Reading Fluency and Its Generalizable Effects on At-Risk Urban Second Graders

ERIC Educational Resources Information Center

Keyes, Starr E.; Jacobs, Janet; Bornhorst, RaNae; Gibson, Lenwood, Jr.; Vostal, Brooks R.

2017-01-01

The purpose of this study was to examine the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF) and generalization of second-grade students who were at risk for reading failure. Four African American students and one multiracial student in…

Using Complexity Metrics to Assess Silent Reading Fluency: A Cross-Sectional Study Comparing Oral and Silent Reading

ERIC Educational Resources Information Center

O'Brien, Beth A.; Wallot, Sebastian; Haussmann, Anna; Kloos, Heidi

2014-01-01

Reading typically undergoes a qualitative shift around Grade 4, becoming more fluent and silent, but there is no established measure for fluency in children's silent reading. The present study presents a measure of self-paced reading in children, examining the use of complexity measures for time-series analyses recently established with…

The Impact of a Three-Week Summer Reading Program on Students' Oral Reading Fluency

ERIC Educational Resources Information Center

Juilfs, Kelly

2014-01-01

The impacts of a summer reading program on students' reading fluency were assessed. Fifteen students in grades first through seventh voluntarily attended a nine-day summer reading program. Participants who attended the program were a good representation of the other students in the school. The school was selected due to the high percentage of…

The ABCs of Math: A Genetic Analysis of Mathematics and Its Links With Reading Ability and General Cognitive Ability

PubMed Central

Hart, Sara A.; Petrill, Stephen A.; Thompson, Lee A.; Plomin, Robert

2009-01-01

The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability, and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across 5 waves of assessment. Univariate analyses provide a range of estimates of genetic (h2 = .00 –.63) and shared (c2 = .15–.52) environmental influences across math calculation, fluency, and problem solving measures. Multivariate analyses indicate genetic overlap between math problem solving with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Further, math fluency has unique genetic influences. In general, math ability has shared environmental overlap with general cognitive ability and decoding. These results indicate that aspects of math that include problem solving have different genetic and environmental influences than math calculation. Moreover, math fluency, a timed measure of calculation, is the only measured math ability with unique genetic influences. PMID:20157630

Verbal working memory and reading abilities among students with visual impairment.

PubMed

Argyropoulos, Vassilios; Masoura, Elvira; Tsiakali, Thomai K; Nikolaraizi, Magda; Lappa, Christina

2017-05-01

This study investigated the relationship between working memory (WM) and reading abilities among students with visual impairment (VI). Seventy-five students with VI (visually impairment and blindness), aged 10-15 years old participated in the study, of whom 44 were visually impaired and 31 were blind. The participants' reading ability was assessed with the standardized reading ability battery Test-A (Padeliadu & Antoniou, 2008) and their verbal working memory ability was assessed with the listening recall task from the Working Memory Test Battery for Children (Pickering et al., 2001). Data analysis indicated a strong correlation between verbal WM and decoding, reading comprehension and overall reading ability among the participants with VI, while no correlation was found between reading fluency and verbal WM. The present study points out the important role of verbal WM in reading among students who are VI and carries implications for the education of those individuals. Copyright © 2017 Elsevier Ltd. All rights reserved.

Why Do Boys and Girls Perform Differently on PISA Reading in Finland? The Effects of Reading Fluency, Achievement Behaviour, Leisure Reading and Homework Activity

ERIC Educational Resources Information Center

Torppa, Minna; Eklund, Kenneth; Sulkunen, Sari; Niemi, Pekka; Ahonen, Timo

2018-01-01

The present study examined gender gap in Program for International Student Assessment (PISA) Reading and mediators of the gender gap in a Finnish sample (n = 1,309). We examined whether the gender gap in PISA Reading performance can be understood via the effects of reading fluency, achievement behaviour (mastery orientation and task-avoidant…

The Use of a Computer-Based Reading Rate Development Program on Pre-University Intermediate Level ESL Learners' Reading Speeds

ERIC Educational Resources Information Center

Haupt, John

2015-01-01

Improving L2 learners reading fluency has been identified by leading L2 reading researchers as an important aspect of L2 reading instruction (Grabe, 2004, 2009; Nation, 2009). A number of studies have been conducted on the use of paper-based fluency development methods on ESL and EFL students reading speeds and showed positive results (Al-Homoud…

The neural correlates of reading fluency deficits in children.

PubMed

Langer, Nicolas; Benjamin, Christopher; Minas, Jennifer; Gaab, Nadine

2015-06-01

Multiple studies have shown that individuals with a reading disability (RD) demonstrate deficits in posterior left-hemispheric brain regions during reading-related tasks. These studies mainly focused on reading sub-skills, and it remains debated whether such dysfunction is apparent during more ecologically valid reading skills, such as reading fluency. In this fMRI study, reading fluency was systematically varied to characterize neural correlates of reading fluency in 30 children with (RD) and without (typical developing children, TYP) a RD. Sentences were presented at constrained, comfortable, and accelerated speeds, which were determined based on individual reading speed. Behaviorally, RD children displayed decreased performance in several reading-related tasks. Using fMRI, we demonstrated that both TYP and RD children display increased activation in several components of the reading network during fluent reading. When required to read at an accelerated speed, RD children exhibited less activation in the fusiform gyrus (FG) compared with the TYP children. A region of interest analysis substantiated differences in the FG and demonstrated a relationship to behavioral reading performance. These results suggest that the FG plays a key role in fluent reading and that it can be modulated by speed. These results and their implications for remediation strategies should be considered in educational practice. Published by Oxford University Press 2013. This work is written by (a) US Government employee(s) and is in the public domain in the US.

Direct and Indirect Effects of Print Exposure on Silent Reading Fluency

ERIC Educational Resources Information Center

Mano, Quintino R.; Guerin, Julia M.

2018-01-01

Print exposure is an important causal factor in reading development. Little is known, however, of the mechanisms through which print exposure exerts an effect onto reading. To address this gap, we examined the direct and indirect effects of print exposure on silent reading fluency among college students (n = 52). More specifically, we focused on…

The Impact of Visual-Spatial Attention on Reading and Spelling in Chinese Children

ERIC Educational Resources Information Center

Liu, Duo; Chen, Xi; Wang, Ying

2016-01-01

The present study investigated the associations of visual-spatial attention with word reading fluency and spelling in 92 third grade Hong Kong Chinese children. Word reading fluency was measured with a timed reading task whereas spelling was measured with a dictation task. Results showed that visual-spatial attention was a unique predictor of…

Boosting Reading Fluency: An Intervention Case Study at Subword Level

ERIC Educational Resources Information Center

Kairaluoma, Leila; Ahonen, Timo; Aro, Mikko; Holopainen, Leena

2007-01-01

This study is an intervention case study of fluency in Finnish-speaking children with dyslexia. Two 7-year-old children, a girl and a boy, were selected from the Jyvaskyla Longitudinal Study of Dyslexia. The intervention emphasised syllables as reading units, and proceeded from reading syllables to reading words and text. Letter knowledge, reading…

Improving Oral Reading Fluency in Elementary School Children: Comparing the Effectiveness of Repeated Readings and Video Self-Modeling

ERIC Educational Resources Information Center

Wu, Shengtian; Gadke, Daniel L.

2017-01-01

Video self-modeling (VSM) is a relatively new technique used to improve reading fluency. At this point, VSM has primarily been used to supplement evidence-based reading interventions such as repeated readings (RR). There is limited to no research evaluating the independent effects of VSM in comparison to interventions such as RR. The goal of the…

The Effect of Reading Duration on the Reliability and Validity of Middle School Students' ORF Performance

ERIC Educational Resources Information Center

Barth, Amy E.; Stuebing, Karla K.; Fletcher, Jack M.; Denton, Carolyn A.; Vaughn, Sharon; Francis, David

2014-01-01

We evaluated the technical adequacy of oral reading fluency (ORF) probes in which 1,472 middle school students with and without reading difficulties read fluency probes for 60 s versus reading the full passage. Results suggested that the reliability of 60-s probes (rs = 0.75) was not substantively different than full passage probes (rs = 0.77)…

Cross-Language Transfer of Word Reading Accuracy and Word Reading Fluency in Spanish-English and Chinese-English Bilinguals: Script-Universal and Script-Specific Processes

ERIC Educational Resources Information Center

Pasquarella, Adrian; Chen, Xi; Gottardo, Alexandra; Geva, Esther

2015-01-01

This study examined cross-language transfer of word reading accuracy and word reading fluency in Spanish-English and Chinese-English bilinguals. Participants included 51 Spanish-English and 64 Chinese-English bilinguals. Both groups of children completed parallel measures of phonological awareness, rapid automatized naming, word reading accuracy,…

Do Dispositional Characteristics Influence Reading? Examining the Impact of Personality on Reading Fluency

ERIC Educational Resources Information Center

Krach, S. Kathleen; McCreery, Michael P.; Loe, Scott A.; Jones, W. Paul

2016-01-01

Previous research demonstrates specific relationships between personality traits and general academic performance. In addition, research studies have demonstrated relationships among personality and variables related to reading fluency (i.e. speed, accuracy, automaticity, and prosody). However, little investigation has examined specific links…

Early preschool processing abilities predict subsequent reading outcomes in bilingual Spanish-Catalan children with Specific Language Impairment (SLI).

PubMed

Aguilar-Mediavilla, Eva; Buil-Legaz, Lucía; Pérez-Castelló, Josep A; Rigo-Carratalà, Eduard; Adrover-Roig, Daniel

2014-01-01

Children with Specific Language Impairment (SLI) have severe language difficulties without showing hearing impairments, cognitive deficits, neurological damage or socio-emotional deprivation. However, previous studies have shown that children with SLI show some cognitive and literacy problems. Our study analyses the relationship between preschool cognitive and linguistic abilities and the later development of reading abilities in Spanish-Catalan bilingual children with SLI. The sample consisted of 17 bilingual Spanish-Catalan children with SLI and 17 age-matched controls. We tested eight distinct processes related to phonological, attention, and language processing at the age of 6 years and reading at 8 years of age. Results show that bilingual Spanish-Catalan children with SLI show significantly lower scores, as compared to typically developing peers, in phonological awareness, phonological memory, and rapid automatized naming (RAN), together with a lower outcome in tasks measuring sentence repetition and verbal fluency. Regarding attentional processes, bilingual Spanish-Catalan children with SLI obtained lower scores in auditory attention, but not in visual attention. At the age of 8 years Spanish-Catalan children with SLI had lower scores than their age-matched controls in total reading score, letter identification (decoding), and in semantic task (comprehension). Regression analyses identified both phonological awareness and verbal fluency at the age of 6 years to be the best predictors of subsequent reading performance at the age of 8 years. Our data suggest that language acquisition problems and difficulties in reading acquisition in bilingual children with SLI might be related to the close interdependence between a limitation in cognitive processing and a deficit at the linguistic level. After reading this article, readers will be able to: identify their understanding of the relation between language difficulties and reading outcomes; explain how processing abilities influence reading performance in bilingual Spanish-Catalan children with SLI; and recognize the relation between language and reading via a developmental model in which the phonological system is considered central for the development of decoding abilities and comprehension. Copyright © 2014 Elsevier Inc. All rights reserved.

The Effects of Using Flashcards to Develop Automaticity with Key Vocabulary Words for Students with and without Learning Disabilities Enrolled in a High School Spanish Course

ERIC Educational Resources Information Center

Stager, Phillip A.

2010-01-01

The purpose of this study was to investigate the effects of using flashcards to develop automaticity (rapid word recognition) with key vocabulary words and phrases in order to improve fluency and reading comprehension skills for participants with and without diagnosed learning disabilities enrolled in a high school Spanish course. Eighty-seven…

A developmental perspective on reading dysfunction: accuracy and rate criteria in the subtyping of dyslexic children.

PubMed

Lovett, M W

1984-05-01

Children referred with specific reading dysfunction were subtyped as accuracy disabled or rate disabled according to criteria developed from an information processing model of reading skill. Multiple measures of oral and written language development were compared for two subtyped samples matched on age, sex, and IQ. The two samples were comparable in reading fluency, reading comprehension, word knowledge, and word retrieval functions. Accuracy disabled readers demonstrated inferior decoding and spelling skills. The accuracy disabled sample proved deficient in their understanding of oral language structure and in their ability to associate unfamiliar pseudowords and novel symbols in a task designed to simulate some of the learning involved in initial reading acquisition. It was suggested that these two samples of disabled readers may be best described with respect to their relative standing along a theoretical continuum of normal reading development.

Using Nonsense Word Fluency to Predict Reading Proficiency in Kindergarten through Second Grade for English Learners and Native English Speakers

ERIC Educational Resources Information Center

Fien, Hank; Baker, Scott K.; Smolkowski, Keith; Smith, Jean L. Mercier; Kame'enui, Edward J.; Beck, Carrie Thomas

2008-01-01

This study examined the validity of Nonsense Word Fluency as an index of beginning reading proficiency for students in kindergarten through second grade. Validity evidence for Nonsense Word Fluency is addressed in the context of research-based instructional practices implemented on a large scale. Technical adequacy data are presented for all…

Reading Fluency: The Whole Is More than the Parts

ERIC Educational Resources Information Center

Katzir, Tami; Kim, Youngsuk; Wolf, Maryanne; O'Brien, Beth; Kennedy, Becky; Lovett, Maureen; Morris, Robin

2006-01-01

This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants were assessed on a variety of fluency measures and reading subskills. Correlations and…

Increasing Reading Fluency Using "Read Naturally"® with Two Third Grade Students with Specific Learning Disabilities: A Replication of Erickson et al., 2015

ERIC Educational Resources Information Center

Morgan, Sarah V.; McLaughlin, T. F.; Weber, Kimberly P.; Bolich, Barbara

2016-01-01

The purpose of this research was to determine the effectiveness of the "Read Naturally"® program. The program was used in hopes to improve each student's ability in reading fluency. The study used "Read Naturally"® as an intervention for two struggling readers identified as two third grade students. The program included passage…

A Brief Report of the Diagnostic Accuracy of Oral Reading Fluency and Reading Inventory Levels for Reading Failure Risk among Second- and Third-Grade Students

ERIC Educational Resources Information Center

Parker, David C.; Zaslofsky, Anne F.; Burns, Matthew K.; Kanive, Rebecca; Hodgson, Jennifer; Scholin, Sarah E.; Klingbeil, David A.

2015-01-01

The availability of psychometrically sound and usable universal screeners is a key component to successful early identification within a response-to-intervention model. The purpose of this study was to compare the diagnostic accuracy of oral reading fluency (ORF) and an informal reading inventory for identifying students considered at risk for…

The Quality of Evidence in Reading Fluency Intervention for Korean Readers with Reading Difficulties and Disabilities

ERIC Educational Resources Information Center

Park, Yujeong; Kim, Min Kyung

2015-01-01

This study aimed to provide information about the quality of the evidence on reading fluency instruction for at-risk students and students with reading/learning disabilities as a way to evaluate whether an instructional strategy is evidence-based and has potential for classroom use. An extensive search process with inclusion and exclusion criteria…

The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4

ERIC Educational Resources Information Center

Kiuru, Noona; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2013-01-01

This study examined the role of reading disability (RD) risk and environmental protective factors in reading fluency in grade 4. The sample consisted of 538 Finnish-speaking students. Kindergarten measures included the students' risk for RD based on poor achievement in phonological awareness and letter knowledge as well as information on the three…

Practical Issues in Field Based Testing of Oral Reading Fluency at Upper Elementary Grades

ERIC Educational Resources Information Center

Duesbery, Luke; Braun-Monegan, Jenelle; Werblow, Jacob; Braun, Drew

2012-01-01

In this series of studies, we explore the ideal frequency, duration, and relative effectiveness of measuring oral reading fluency. In study one, a sample of 389 fifth graders read out loud for 1 min and then took a traditional state-level standardized reading test. Results suggest administering three passages and using the median yields the…

Genetic and environmental influences on early literacy skills across school grade contexts.

PubMed

Haughbrook, Rasheda; Hart, Sara A; Schatschneider, Christopher; Taylor, Jeanette

2017-09-01

Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. 'A', 'B') often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006-07 school year. Early literacy skills were assessed with DIBELS subtests: Oral Reading Fluency (ORF), Nonsense Word Fluency (NWF), Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), and Phoneme Segmentation Fluency (PSF). School grade data were retrieved from the Florida Department of Education. Multi-group analyses were conducted separately for subsamples defined by 'A' or 'non-A' schools, controlling for school-level socioeconomic status. Results indicated significant etiological differences on pre-reading skills (ISF, LNF, and PSF), but not word-level reading skills (ORF and NWF). There was a consistent trend of greater environmental influences on pre-reading skills in non-A schools, arguably representing 'poorer' environmental contexts than the A schools. Importantly, this is the case outside of resources linked with school-level SES, indicating that something about the direct environment on pre-reading skills in the non-A school context is more variable than for A schools. © 2016 John Wiley & Sons Ltd.

Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program

PubMed Central

Wilbur, Ronnie B.

2016-01-01

There has been a scarcity of studies exploring the influence of students’ American Sign Language (ASL) proficiency on their academic achievement in ASL/English bilingual programs. The aim of this study was to determine the effects of ASL proficiency on reading comprehension skills and academic achievement of 85 deaf or hard-of-hearing signing students. Two subgroups, differing in ASL proficiency, were compared on the Northwest Evaluation Association Measures of Academic Progress and the reading comprehension subtest of the Stanford Achievement Test, 10th edition. Findings suggested that students highly proficient in ASL outperformed their less proficient peers in nationally standardized measures of reading comprehension, English language use, and mathematics. Moreover, a regression model consisting of 5 predictors including variables regarding education, hearing devices, and secondary disabilities as well as ASL proficiency and home language showed that ASL proficiency was the single variable significantly predicting results on all outcome measures. This study calls for a paradigm shift in thinking about deaf education by focusing on characteristics shared among successful deaf signing readers, specifically ASL fluency. PMID:26864688

The Influence of a Morphology Intervention on Fluency in Adolescents

ERIC Educational Resources Information Center

Seils, Traci Fellers

2010-01-01

Fluent reading enables readers to focus on gaining meaning from what is read. This crucial facet of reading is often neglected instruction in elementary and is nearly non-existent in middle and high school instruction (Allington, 1983; Rasinski, Padak, McKeon, Wilfong, Friedauer, & Heim, 2005). At the elementary level, fluency instruction focuses…

Increasing the Sight Vocabulary and Reading Fluency of Children Requiring Reading Support: The Use of a Precision Teaching Approach

ERIC Educational Resources Information Center

Griffin, Claire P.; Murtagh, Lelia

2015-01-01

This article outlines the impact of an eight-week Precision Teaching (PT) intervention on the sight vocabulary, reading fluency and reading attainment scores of a group of Irish primary school pupils. This study also sought to evaluate the role of PT in facilitating formative assessment of pupils' progress. Employing a mixed-method approach, this…

Effects of Intensive Fluency Instruction on the Reading Proficiency of Third-Grade Struggling Readers

ERIC Educational Resources Information Center

Rasinski, Timothy; Paige, David; Rains, Cameron; Stewart, Fran; Julovich, Brenda; Prenkert, Deb; Rupley, William H.; Nichols, William Dee

2017-01-01

The present study examined the impact of an intensive reading fluency intervention on the overall reading performance of 37 struggling readers in 3rd grade. Students' 3rd-grade classroom teachers and/or their performance on a state-mandated reading achievement test given toward the end of the 3rd-grade school year identified them for the study.…

Classification Accuracy of Oral Reading Fluency and Maze in Predicting Performance on Large-Scale Reading Assessments

ERIC Educational Resources Information Center

Decker, Dawn M.; Hixson, Michael D.; Shaw, Amber; Johnson, Gloria

2014-01-01

The purpose of this study was to examine whether using a multiple-measure framework yielded better classification accuracy than oral reading fluency (ORF) or maze alone in predicting pass/fail rates for middle-school students on a large-scale reading assessment. Participants were 178 students in Grades 7 and 8 from a Midwestern school district.…

Stroop interference associated with efficient reading fluency and prelexical orthographic processing.

PubMed

Mano, Quintino R; Williamson, Brady J; Pae, Hye K; Osmon, David C

2016-01-01

The Stroop Color-Word Test involves a dynamic interplay between reading and executive functioning that elicits intuitions of word reading automaticity. One such intuition is that strong reading skills (i.e., more automatized word reading) play a disruptive role within the test, contributing to Stroop interference. However, evidence has accumulated that challenges this intuition. The present study examined associations among Stroop interference, reading skills (i.e., isolated word identification, grapheme-to-phoneme mapping, phonemic awareness, reading fluency) measured on standardized tests, and orthographic skills measured on experimental computerized tasks. Among university students (N = 152), correlational analyses showed greater Stroop interference to be associated with (a) relatively low scores on all standardized reading tests, and (b) longer response latencies on orthographic tasks. Hierarchical regression demonstrated that reading fluency and prelexical orthographic processing predicted unique and significant variance in Stroop interference beyond baseline rapid naming. Results suggest that strong reading skills, including orthographic processing, play a supportive role in resolving Stroop interference.

Reading and spelling skills in German third graders: Examining the role of student and context characteristics.

PubMed

von Suchodoletz, Antje; Larsen, Ross A A; Gunzenhauser, Catherine; Fäsche, Anika

2015-12-01

Educational processes and outcomes are influenced by a multitude of factors, including individual and contextual characteristics. Recently, studies have demonstrated that student and context characteristics may produce unique and cumulative effects on educational outcomes. The study aimed to investigate (1) the relative contribution of student, classroom, and school characteristics to reading fluency and orthographic spelling, (2) the relative contribution of specific predictors to reading fluency and orthographic spelling within the sets of student, classroom, and school characteristics, and (3) whether the contribution of student, classroom, and school characteristics differs for reading fluency and orthographic spelling. Participants were 789 German third-grade students from 56 classrooms in 34 schools. Students completed an intelligence test and a questionnaire assessing self-control. Reading fluency and orthographic spelling performance were assessed using standardized achievement tests. Multilevel structural equation modelling was used to control for the hierarchical structure of educational data. Variances in students' reading and spelling skills were in large part explained by student characteristics (>90%). Classroom and school characteristics yielded little variance. Student-level intelligence and self-control were significantly related to reading fluency. For orthographic spelling, student-level intelligence and self-control, class-average intelligence, and, at the school level, the socio-economic status of the school's neighbourhood were significant predictors. Future research needs to investigate relevant classroom and school factors that may directly and indirectly relate to academic outcomes. © 2015 The British Psychological Society.

Prosody as a Tool for Assessing Reading Fluency of Adult ESL Students

ERIC Educational Resources Information Center

Sinambela, Seftirina Evina

2017-01-01

The prosodic features in reading aloud assignment has been associated with the students' decoding skill. The goal of the present study is to determine the reliability of prosody for assessing reading fluency of adult ESL students in Indonesia context. The participants were all Indonesian natives, undergraduate students, adult females and males who…

There Is More to Fluency than Speed and Accuracy

ERIC Educational Resources Information Center

Hedrick, Wanda, Ed.

2007-01-01

Fluency is another concept whose many definitions lead to widely differing practices. It is easy to understand that reading words on a page does not make a person fluent if they don't take away meaning from that reading. Hedrick asks that teachers and administrators examine policies that let speed and accuracy in reading substitute for meaning…

Increasing Oral Reading Fluency of below Grade-Level Elementary Students through Parent Involvement

ERIC Educational Resources Information Center

Royal, Louise I.

2012-01-01

An increasing number of elementary students in a rural school were promoted to a higher grade without having grade-level reading fluency skills, thereby becoming at risk of not reaching or maintaining their academic grade level reading skills. The purpose of this ex post facto quantitative study involving archival data analysis was to investigate…

The Influence of Student Characteristics on Early Elementary Oral Reading Fluency

ERIC Educational Resources Information Center

van Dijk, Wilhelmina

2018-01-01

Oral Reading Fluency (ORF) is a widely-used index of reading ability in early elementary grades; however, little information exists on predictive value of student characteristics on ORF scores (Wang, Algozzine, Ma, & Porfeli, 2011). A three-step sequential model was used to analyze the influence of student characteristics on scores (N = 2649)…

Impact of a Reading Program on Rural Elementary School Students' Oral Reading Fluency and Early Literacy Skill Acquisition and Rate of Improvement

ERIC Educational Resources Information Center

Smith, Christina

2013-01-01

This program evaluation is a study of the effectiveness of a core reading program, Journeys, by Houghton Mifflin Harcourt (HMH), on the early literacy skills and oral reading fluency (ORF) of kindergarten through second grade students in a rural elementary school. The scores of the students in the experimental group were compared to scores of…

Componential skills of beginning writing: An exploratory study

PubMed Central

Kim, Young-Suk; Al Otaiba, Stephanie; Puranik, Cynthia; Folsom, Jessica Sidler; Greulich, Luana; Wagner, Richard K.

2011-01-01

The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective. PMID:22267897

Understanding the Microstructure and Macrostructure of Passages Among Chinese Elementary School Children.

PubMed

Lo, Lap-Yan; Ho, Connie Suk-Han; Wong, Yau-Kai; Chan, David Wai-Ock; Chung, Kevin Kien-Hoa

2016-12-01

Understanding the microstructure and macrostructure of passages is important for reading comprehension. What cognitive-linguistic skills may contribute to understanding these two levels of structures has rarely been investigated. The present study examined whether some word-level and text-level cognitive-linguistic skills may contribute differently to the understanding of microstructure and macrostructure respectively. Seventy-nine Chinese elementary school children were tested on some cognitive-linguistic skills and literacy skills. It was found that word reading fluency and syntactic skills predicted significantly the understanding of microstructure of passages after controlling for age and IQ; while morphological awareness, syntactic skills, and discourse skills contributed significantly to understanding of macrostructure. These findings suggest that syntactic skills facilitate children's access of meaning from grammatical structures, which is a fundamental process in gaining text meaning at any level of reading comprehension. Discourse skills also allow readers to understand the cohesive interlinks within and between sentences and is important for a macro level of passage understanding.

The influence of working memory on reading growth in subgroups of children with reading disabilities.

PubMed

Swanson, H Lee; Jerman, Olga

2007-04-01

This 3-year longitudinal study determined whether (a) subgroups of children with reading disabilities (RD) (children with RD only, children with both reading and arithmetic deficits, and low verbal IQ readers) and skilled readers varied in working memory (WM) and short-term memory (STM) growth and (b) whether growth in an executive system and/or a phonological storage system mediated growth in reading performance. A battery of memory and reading measures was administered to 84 children (11-17 years of age) across three testing waves spaced 1 year apart. The results showed that skilled readers yielded higher WM growth estimates than did the RD groups. No significant differentiation among subgroups of children with RD on growth measures emerged. Hierarchical linear modeling showed that WM (controlled attention), rather than STM (phonological loop), was related to growth in reading comprehension and reading fluency. The results support the notion that deficient growth in the executive component of WM underlies RD.

The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

PubMed Central

Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bouton, Bobette; Caffrey, Erin

2016-01-01

The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students (N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, attentive behavior, and hyperactive or impulsive behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the “language, IQ, and DA” factor. It was relatively distinct from two additional factors: (a) “speeded alphabetic knowledge and RAN” and (b) “task-oriented behavior.” A three-level (children nested within classroom; classrooms nested within school) random intercept model with fixed effects predictors suggested that DA differed from word attack in predicting future reading skill and that DA was a significant predictor of responsiveness to instruction, contributing unique variance to end-of-first-grade word identification and reading comprehension beyond that explained by other well-established predictors of reading development. PMID:21685347

Tracing children's vocabulary development from preschool through the school-age years: An 8-year longitudinal study

PubMed Central

Kang, Cuiping; Liu, Hongyun; Zhang, Yuping; McBride-Chang, Catherine; Tardif, Twila; Li, Hong; Liang, Weilan; Zhang, Zhixiang; Shu, Hua

2014-01-01

In this 8-year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred sixty-four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Between the ages of 4 to 10 years, they were administered tasks of vocabulary and related cognitive skills. At age 11, comprehensive reading skills, including character recognition, reading fluency, and reading comprehension were examined. Individual differences in vocabulary developmental profiles were estimated using the intercept-slope cluster method. Vocabulary development was then examined in relation to later reading outcomes. Three subgroups of lexical growth were classified, namely high-high (with a large initial vocabulary size and a fast growth rate), low-high (with a small initial vocabulary size and a fast growth rate) and low-low (with a small initial vocabulary size and a slow growth rate) groups. Low-high and low-low groups were distinguishable mostly through phonological skills, morphological skills and other reading-related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language-related and reading-related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development. PMID:24962559

(Re)Discovering Retrospective Miscue Analysis: An Action Research Exploration Using Recorded Readings to Improve Third-Grade Students' Reading Fluency

ERIC Educational Resources Information Center

Born, Melissa; Curtis, Reagan

2013-01-01

An action research project was undertaken focused on integrating recorded readings and Retrospective Miscue Analysis (RMA) into center-based instructional time in a third-grade classroom. Initial DIBELS test results were used to select 6 struggling readers, all of whom showed improved fluency in response to our instructional interventions. The…

A Factorial Analysis of Timed and Untimed Measures of Mathematics and Reading Abilities in School Aged Twins

ERIC Educational Resources Information Center

Hart, Sara A.; Petrill, Stephen A.; Thompson, Lee A.

2010-01-01

The present study examined the phenotypic and genetic relationship between fluency and non-fluency-based measures of reading and mathematics performance. Participants were drawn from the Western Reserve Reading and Math Project, an ongoing longitudinal twin project of same-sex MZ and DZ twins from Ohio. The present analyses are based on…

Different RAN Components Relate to Reading at Different Points in Time

ERIC Educational Resources Information Center

Georgiou, George K.; Papadopoulos, Timothy C.; Kaizer, Eleni L.

2014-01-01

The present 10-year longitudinal study examined how rapid automatized naming (RAN) components--articulation time and pause time--relate to reading fluency. Seventy-five Greek-speaking children were followed from Grade 1 to Grade 10 and were assessed five times (in Grades 1, 2, 4, 6, and 10) on RAN (digits and objects) and reading fluency (word…

A Synthesis of Interventions for Improving Oral Reading Fluency of Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Kim, Min Kyung; Bryant, Diane Pedrotty; Bryant, Brian R.; Park, Yujeong

2017-01-01

A synthesis of the research literature was conducted from 2004 to 2014 on interventions designed to build oral reading fluency for elementary students with learning disabilities (LD). An extensive search yielded a total of 12 intervention studies. Among the 12 studies, the majority (n = 9) implemented repeated reading with or without a model.…

Growth on Oral Reading Fluency Measures as a Function of Special Education and Measurement Sufficiency

ERIC Educational Resources Information Center

Tindal, Gerald; Nese, Joseph F. T.; Stevens, Joseph J.; Alonzo, Julie

2016-01-01

For 30 years, researchers have investigated oral reading fluency as a measure of growth in reading proficiency. Yet, little research has been done with these measures in the context of progress monitoring in Tier 2 systems. First, we document teachers' progress-monitoring decisions on type of passage (on-grade or off-grade) and how often to…

The Location and Effects of Visual Hemisphere-Specific Stimulation on Reading Fluency in Children with the Characteristics of Dyslexia

ERIC Educational Resources Information Center

Koen, Bobbie Jean; Hawkins, Jacqueline; Zhu, Xi; Jansen, Ben; Fan, Weihua; Johnson, Sharon

2018-01-01

Fluency is used as an indicator of reading proficiency. Many students with reading disabilities are unable to benefit from typical interventions. This study is designed to replicate Lorusso, Facoetti, Paganoni, Pezzani, and Molteni's (2006) work using FlashWord, a computer program that tachistoscopically presents words in the right or left visual…

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

PubMed Central

Wanzek, Jeanne; Al Otaiba, Stephanie; Petscher, Yaacov

2012-01-01

This study used a large state-wide database to examine the oral reading fluency development of second and third grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were administered to 185,367 students without disabilities (general education), 2,146 students identified with an emotional disturbance, and 10,339 students with a learning disability. Student status and growth trends were examined in a piecewise model at each grade level for the full sample as well as for a subsample with reading difficulties. Data suggested students with disabilities performed significantly below students without disabilities in initial status and growth. Gender was also examined as a moderator of outcomes for each of the study groups. PMID:24532848

Reading Performance of Young Adults With ADHD Diagnosed in Childhood.

PubMed

Miranda, Ana; Mercader, Jessica; Fernández, M Inmaculada; Colomer, Carla

2017-02-01

To study reading performance of young adults with ADHD and its relation with executive functioning. Thirty young adults with a childhood diagnosis of ADHD and 30 with normal development (ND) were compared on reading accuracy, fluency, and comprehension. Furthermore, ADHD with reading disabilities (ADHD+RD) and ADHD without reading disabilities (ADHD-RD) subgroups were compared using self-report and informant-report versions of the Behavior Rating Inventory of Executive Function-Adult version (BRIEF-A). Adults with ADHD obtained significantly worse results than the ND adults on reading speed, responses to literal questions, and a cloze test. Although the comparison of the ADHD+RD and ADHD-RD groups did not show significant differences on the BRIEF-A subscales, the ADHD+RD group surpassed the critical percentile (85) on more subscales, with working memory and metacognition especially affected. The findings point out that reading should be assessed in individuals with ADHD as part of their evaluation to design effective early interventions.

Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention.

PubMed

Crespo, Patricia; Jiménez, Juan E; Rodríguez, Cristina; Baker, Doris; Park, Yonghan

2018-03-09

The present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.

Growth in Oral Reading Fluency in a Semitransparent Orthography: Concurrent and Predictive Relations with Reading Proficiency in Norwegian, Grades 2-5

ERIC Educational Resources Information Center

Arnesen, Anne; Braeken, Johan; Baker, Scott; Meek-Hansen, Wilhelm; Ogden, Terje; Melby-Lervåg, Monica

2017-01-01

This study investigated an adaptation of the Oral Reading Fluency (ORF) measure of the Dynamic Indicators of Basic Early Literacy Skills into a European context for the Norwegian language, which has a more transparent orthography than English. Second-order latent growth curve modeling was used to examine the longitudinal measurement invariance of…

Assisted Repeated Reading with an Advanced-Level Japanese EFL Reader: A Longitudinal Diary Study

ERIC Educational Resources Information Center

Taguchi, Etsuo; Gorsuch, Greta; Takayasu-Maass, Miyoko; Snipp, Kirsten

2012-01-01

Reading fluency has attracted the attention of reading researchers and educators since the early 1970s and has become a priority issue in English as a first language (L1) settings. It has also become a critical issue in English as a second or foreign language (L2) settings because the lack of fluency is considered a major obstacle to developing…

Susceptibility to distraction during reading in young, young-old, and old-old adults.

PubMed

McGinnis, Debra

2012-01-01

BACKGROUND/STUDY CONTEXT: Susceptibility to distraction during reading may increase with age, resulting in comprehension errors. Neurological integrity and cognitive reserve are possible covariates of age-related distraction susceptibility. The current study investigated distraction susceptibility in three age groups (young, young-old, and old-old), and examined the covariation patterns of variable sets associated with neurological integrity and cognitive reserve. Participants responded to comprehension questions after reading stories that included semantically related or semantically unrelated distractors. Neurological integrity measures consisted of Mini-Mental State Examination, Selective Reminding, and Category Fluency. Cognitive reserve measures consisted of education and vocabulary. Old-old adults were more likely than young and young-old adults to select distractors when responding to comprehension questions (24.02%, 11.95%, 3.68%, respectively). Age-related distraction variance significantly overlapped neurological variance, and became more transparent after cognitive reserve variance was controlled. This study augments previous age-related distraction research by highlighting (a) the increase in distraction susceptibility in adults over 79, particularly when distractors are semantically related; (b) the influence of age-related neurological integrity on distraction; and (c) the possibility that education and verbal experience may decrease distraction susceptibility, consistent with cognitive reserve frameworks.

Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program.

PubMed

Hrastinski, Iva; Wilbur, Ronnie B

2016-04-01

There has been a scarcity of studies exploring the influence of students' American Sign Language (ASL) proficiency on their academic achievement in ASL/English bilingual programs. The aim of this study was to determine the effects of ASL proficiency on reading comprehension skills and academic achievement of 85 deaf or hard-of-hearing signing students. Two subgroups, differing in ASL proficiency, were compared on the Northwest Evaluation Association Measures of Academic Progress and the reading comprehension subtest of the Stanford Achievement Test, 10th edition. Findings suggested that students highly proficient in ASL outperformed their less proficient peers in nationally standardized measures of reading comprehension, English language use, and mathematics. Moreover, a regression model consisting of 5 predictors including variables regarding education, hearing devices, and secondary disabilities as well as ASL proficiency and home language showed that ASL proficiency was the single variable significantly predicting results on all outcome measures. This study calls for a paradigm shift in thinking about deaf education by focusing on characteristics shared among successful deaf signing readers, specifically ASL fluency. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Modeling individual differences in text reading fluency: a different pattern of predictors for typically developing and dyslexic readers

PubMed Central

Zoccolotti, Pierluigi; De Luca, Maria; Marinelli, Chiara V.; Spinelli, Donatella

2014-01-01

This study was aimed at predicting individual differences in text reading fluency. The basic proposal included two factors, i.e., the ability to decode letter strings (measured by discrete pseudo-word reading) and integration of the various sub-components involved in reading (measured by Rapid Automatized Naming, RAN). Subsequently, a third factor was added to the model, i.e., naming of discrete digits. In order to use homogeneous measures, all contributing variables considered the entire processing of the item, including pronunciation time. The model, which was based on commonality analysis, was applied to data from a group of 43 typically developing readers (11- to 13-year-olds) and a group of 25 chronologically matched dyslexic children. In typically developing readers, both orthographic decoding and integration of reading sub-components contributed significantly to the overall prediction of text reading fluency. The model prediction was higher (from ca. 37 to 52% of the explained variance) when we included the naming of discrete digits variable, which had a suppressive effect on pseudo-word reading. In the dyslexic readers, the variance explained by the two-factor model was high (69%) and did not change when the third factor was added. The lack of a suppression effect was likely due to the prominent individual differences in poor orthographic decoding of the dyslexic children. Analyses on data from both groups of children were replicated by using patches of colors as stimuli (both in the RAN task and in the discrete naming task) obtaining similar results. We conclude that it is possible to predict much of the variance in text-reading fluency using basic processes, such as orthographic decoding and integration of reading sub-components, even without taking into consideration higher-order linguistic factors such as lexical, semantic and contextual abilities. The approach validity of using proximal vs. distal causes to predict reading fluency is discussed. PMID:25477856

Development and validation of an assessment of adult educators' reading instructional knowledge.

PubMed

Bell, Sherry Mee; McCallum, R Steve; Ziegler, Mary; Davis, C A; Coleman, Maribeth

2013-10-01

The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n = 468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts.

Counting and RAN: Predictors of Arithmetic Calculation and Reading Fluency

ERIC Educational Resources Information Center

Koponen, Tuire; Salmi, Paula; Eklund, Kenneth; Aro, Tuija

2013-01-01

This study examined whether counting and rapid automatized naming (RAN) could operate as significant predictors of both later arithmetic calculation and reading fluency. The authors also took an important step to clarify the cognitive mechanisms underlying these predictive relationships by controlling for the effect of phonological awareness and…

Passage Equivalency and Predictive Validity of Oral Reading Fluency Measures

ERIC Educational Resources Information Center

Checca, Christopher Jason

2012-01-01

The use of oral reading fluency (ORF) passages within a Response to Intervention (RTI) framework is examined. Significant limitations within the current ORF research are discussed. The passage equivalency and readability scores for DIBELS Next, AIMSweb, and a school district's curriculum's ORF passages are evaluated using Generalizability Theory…

Curriculum-Based Measurement of Oral Reading Fluency (CBM-R): An Objective Orientated Evaluation Study

ERIC Educational Resources Information Center

Grima-Farrell, Christine

2014-01-01

The knowledge and practices associated with improved outcomes for readers have yielded converging evidence about practices associated with improved reading outcomes for primary students. This considerable intervention knowledge can be beneficial for English teachers working with struggling secondary readers. Fluency is one critical element that…

The visual attention span deficit in Chinese children with reading fluency difficulty.

PubMed

Zhao, Jing; Liu, Menglian; Liu, Hanlong; Huang, Chen

2018-02-01

With reading development, some children fail to learn to read fluently. However, reading fluency difficulty (RFD) has not been fully investigated. The present study explored the underlying mechanism of RFD from the aspect of visual attention span. Fourteen Chinese children with RFD and fourteen age-matched normal readers participated. The visual 1-back task was adopted to examine visual attention span. Reaction time and accuracy were recorded, and relevant d-prime (d') scores were computed. Results showed that children with RFD exhibited lower accuracy and lower d' values than the controls did in the visual 1-back task, revealing a visual attention span deficit. Further analyses on d' values revealed that the attention distribution seemed to exhibit an inverted U-shaped pattern without lateralization for normal readers, but a W-shaped pattern with a rightward bias for children with RFD, which was discussed based on between-group variation in reading strategies. Results of the correlation analyses showed that visual attention span was associated with reading fluency at the sentence level for normal readers, but was related to reading fluency at the single-character level for children with RFD. The different patterns in correlations between groups revealed that visual attention span might be affected by the variation in reading strategies. The current findings extend previous data from alphabetic languages to Chinese, a logographic language with a particularly deep orthography, and have implications for reading-dysfluency remediation. Copyright © 2017 Elsevier Ltd. All rights reserved.

Improving Reading Outcomes for Children with Learning Disabilities: Using Brief Experimental Analysis to Develop Parent-tutoring Interventions

PubMed Central

Gortmaker, Valerie J; Daly, Edward J; McCurdy, Merilee; Persampieri, Michael J; Hergenrader, Melanie

2007-01-01

The present study assessed the effects of summer parent tutoring on 3 children with learning disabilities using empirically derived reading interventions. Brief experimental analyses were used to identify customized reading fluency interventions. Parents were trained to use the intervention strategies with their children. Parents implemented the procedures during parent-tutoring sessions at home and results were measured continuously in high-word-overlap and low-word-overlap passages to determine whether generalization occurred. Parent and child satisfaction with the procedures was assessed. Results demonstrated generalized increases in reading fluency in both high-word-overlap and low-word-overlap passages as a function of parent tutoring. Also, acceptability ratings by children and their parents indicated that they viewed the interventions as acceptable and effective. Results are discussed in terms of structuring reading fluency interventions that promote generalization and maintenance of treatment effects. PMID:17624063

Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language

PubMed Central

Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk

2013-01-01

In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed. PMID:25132722

A Longitudinal Study of the Development of Oral Reading Fluency in Young Children At Risk for Reading Failure

ERIC Educational Resources Information Center

Speece, Deborah L.; Ritchey, Kristen D.

2005-01-01

The purpose of this study was to examine the development of oral reading fluency in a sample of first-grade children. Using growth curve analysis, models of growth were identified for a combined sample of at-risk (AR) and not-at-risk (NAR) children, and predictors of growth were identified for the longitudinal AR sample in first and second grade.…

Word Reading Fluency: Role of Genome-Wide Single-Nucleotide Polymorphisms in Developmental Stability and Correlations with Print Exposure

ERIC Educational Resources Information Center

Harlaar, Nicole; Trzaskowski, Maciej; Dale, Philip S.; Plomin, Robert

2014-01-01

The genetic effects on individual differences in reading development were examined using genome-wide complex trait analysis (GCTA) in a twin sample. In unrelated individuals (one twin per pair, n = 2,942), the GCTA-based heritability of reading fluency was ~20%-29% at ages 7 and 12. GCTA bivariate results showed that the phenotypic stability of…

Phonics training for English-speaking poor readers.

PubMed

McArthur, Genevieve; Eve, Philippa M; Jones, Kristy; Banales, Erin; Kohnen, Saskia; Anandakumar, Thushara; Larsen, Linda; Marinus, Eva; Wang, Hua-Chen; Castles, Anne

2012-12-12

Around 5% of English speakers have a significant problem with learning to read words. Poor word readers are often trained to use letter-sound rules to improve their reading skills. This training is commonly called phonics. Well over 100 studies have administered some form of phonics training to poor word readers. However, there are surprisingly few systematic reviews or meta-analyses of these studies. The most well-known review was done by the National Reading Panel (Ehri 2001) 12 years ago and needs updating. The most recent review (Suggate 2010) focused solely on children and did not include unpublished studies. The primary aim of this review was to measure the effect that phonics training has on the literacy skills of English-speaking children, adolescents, and adults whose reading was at least one standard deviation (SD), one year, or one grade below the expected level, despite no reported problems that could explain their impaired ability to learn to read. A secondary objective was to explore the impact of various factors, such as length of training or training group size, that might moderate the effect of phonics training on poor word reading skills. We searched the following databases in July 2012: CENTRAL 2012 (Issue 6), MEDLINE 1948 to June week 3 2012, EMBASE 1980 to 2012 week 26, DARE 2013 (Issue 6), ERIC (1966 to current), PsycINFO (1806 to current), CINAHL (1938 to current), Science Citation Index (1970 to 29 June 2012), Social Science Citation Index (1970 to 29 June 2012), Conference Proceedings Citation Index - Science (1990 to 29 June 2012), Conference Proceedings Citation Index - Social Science & Humanities (1990 to 29 June 2012), ZETOC, Index to Theses-UK and Ireland, ClinicalTrials.gov, ICTRP, the metaRegister of Controlled Trials, ProQuest Dissertations and Theses, DART Europe E-theses Portal, Australasian Digital Theses Program, Education Research Theses, Electronic Theses Online System, Networked Digital Library of Theses and Dissertations. Theses Canada portal, www.dissertation.com, and www.thesisabstracts.com. We also contacted experts and examined the reference lists of published studies. We included studies that use randomisation, quasi-randomisation, or minimisation to allocate participants to either a phonics intervention group (phonics alone, phonics and phoneme awareness training, or phonics and irregular word reading training) or a control group (no training or alternative training, such as maths). Participants were English-speaking children, adolescents, or adults whose word reading was below the level expected for their age for no known reason (that is, they had adequate attention and no known physical, neurological, or psychological problems). Two review authors independently selected studies, assessed risk of bias, and extracted data. We found 11 studies that met the criteria for this review. They involved 736 participants. We measured the effect of phonics training on eight outcomes. The amount of evidence for each outcome varied considerably, ranging from 10 studies for word reading accuracy to one study for nonword reading fluency. The effect sizes for the outcomes were: word reading accuracy standardised mean difference (SMD) 0.47 (95% confidence interval (CI) 0.06 to 0.88; 10 studies), nonword reading accuracy SMD 0.76 (95% CI 0.25 to 1.27; eight studies), word reading fluency SMD -0.51 (95% CI -1.14 to 0.13; two studies), reading comprehension SMD 0.14 (95% CI -0.46 to 0.74; three studies), spelling SMD 0.36 (95% CI -0.27 to 1.00; two studies), letter-sound knowledge SMD 0.35 (95% CI 0.04 to 0.65; three studies), and phonological output SMD 0.38 (95% -0.04 to 0.80; four studies). There was one result in a negative direction for nonword reading fluency SMD 0.38 (95% CI -0.55 to 1.32; one study), though this was not statistically significant.We did five subgroup analyses on two outcomes that had sufficient data (word reading accuracy and nonword reading accuracy). The efficacy of phonics training was not moderated significantly by training type (phonics alone versus phonics and phoneme awareness versus phonics and irregular word training), training intensity (less than two hours per week versus at least two hours per week), training duration (less than three months versus at least three months), training group size (one-on-one versus small group training), or training administrator (human administration versus computer administration). Phonics training appears to be effective for improving some reading skills. Specifically, statistically significant effects were found for nonword reading accuracy (large effect), word reading accuracy (moderate effect), and letter-sound knowledge (small-to-moderate effect). For several other outcomes, there were small or moderate effect sizes that did not reach statistical significance but may be meaningful: word reading fluency, spelling, phonological output, and reading comprehension. The effect for nonword reading fluency, which was measured in only one study, was in a negative direction, but this was not statistically significant.Future studies of phonics training need to improve the reporting of procedures used for random sequence generation, allocation concealment, and blinding of participants, personnel, and outcome assessment.

Oral Reading Fluency Testing: Pitfalls for Children with Speech Disorders

ERIC Educational Resources Information Center

Howland, Karole; Scaler Scott, Kathleen

2016-01-01

As school districts nationwide have moved toward data driven intervention, oral reading fluency measures have become a prevalent means to monitor progress by assessing the degree to which a child is becoming a fast (and therefore fluent) reader. This article reviews results of a survey of speech-language pathologists (SLPs) working with children…

Examining Learning Rates in the Evaluation of Academic Interventions That Target Reading Fluency

ERIC Educational Resources Information Center

Solomon, Benjamin G.; Poncy, Brian C.; Caravello, Devin J.; Schweiger, Emily M.

2018-01-01

The purpose of the current study is to determine whether single-case intervention studies targeting reading fluency, ranked by traditional outcome metrics (i.e., effect sizes derived from phase differences), were discrepant with rankings based on instructional efficiency, including growth per session and minutes of instruction. Converging with…

The Effectiveness of a Tablet Computer-Aided Intervention Program for Improving Reading Fluency

ERIC Educational Resources Information Center

Özbek, Ahmet Bilal; Girli, Alev

2017-01-01

The purpose of this study is to determine the effectiveness of a tablet computer-aided intervention program for improving reading fluency. It also investigates the opinions of students and parents about this intervention by using skill- and performance-based techniques, which have been investigated qualitatively. Three students with a learning…

Improving Students' Reading Fluency through the Use of Phonics and Word Recognition Strategies.

ERIC Educational Resources Information Center

Ballard, Christine; Jacocks, Kathleen

This study describes a program designed to improve student reading fluency. The targeted population consisted of first and third grade students in a growing urban community in the Midwest. Evidence for the existence of the problem included standardized test scores and independent computer reports that measured academic achievement, phonic…

Are Fluency Measures Accurate Predictors of Reading Achievement?

ERIC Educational Resources Information Center

Schilling, Stephen G.; Carlisle, Joanne F.; Scott, Sarah E.; Zeng, Ji

2007-01-01

This study focused on the predictive validity of fluency measures that comprise Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Data were gathered from first through third graders attending 44 schools in 9 districts or local educational agencies that made up the first Reading First cohort in Michigan. Students were administered DIBELS…

Development of Word Reading Fluency and Spelling in a Consistent Orthography: An 8-Year Follow-Up

ERIC Educational Resources Information Center

Landerl, Karin; Wimmer, Heinz

2008-01-01

In a longitudinal study, development of word reading fluency and spelling were followed for almost 8 years. In a group of 115 students (65 girls, 50 boys) acquiring the phonologically transparent German orthography, prediction measures (letter knowledge, phonological short-term memory, phonological awareness, rapid automatized naming, and…

Literacy Coaches' Perceptions of a Formative Fluency Assessment in Urban Elementary Schools

ERIC Educational Resources Information Center

Ellison, Marclette

2013-01-01

In "Reading First" schools throughout the United States, literacy coaches administer the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) as the sole measure of fluency and then offer instructional recommendations for students with reading difficulties based on those results. However, critics of DIBELS question its accuracy for…

Predictive Validity and Accuracy of Oral Reading Fluency for English Learners

ERIC Educational Resources Information Center

Vanderwood, Michael L.; Tung, Catherine Y.; Checca, C. Jason

2014-01-01

The predictive validity and accuracy of an oral reading fluency (ORF) measure for a statewide assessment in English language arts was examined for second-grade native English speakers (NESs) and English learners (ELs) with varying levels of English proficiency. In addition to comparing ELs with native English speakers, the impact of English…

Oral Reading Fluency Growth: A Sample of Methodology and Findings. Research Brief 6

ERIC Educational Resources Information Center

Tindal, Gerald; Nese, Joseph F. T.

2013-01-01

For the past 20 years, the growth of students' oral reading fluency has been investigated by a number of researchers using curriculum-based measurement. These researchers have used varied methods (student samples, measurement procedures, and analytical techniques) and yet have converged on a relatively consistent finding: General education…

Laughing through Rereadings: Using Joke Books to Build Fluency

ERIC Educational Resources Information Center

Ness, Molly

2009-01-01

The author explores how the use of joke books can promote fluency in young readers. One young girl's fluency improved measurably, and her engagement and motivation to read the particular kind of text involved played a significant role. (Contains 2 tables.)

What’s the Story? The Tale of Reading Fluency Told at Speed

PubMed Central

Benjamin, Christopher F. A.; Gaab, Nadine

2012-01-01

Fluent readers process written text rapidly and accurately, and comprehend what they read. Historically, reading fluency has been modeled as the product of discrete skills such as single word decoding. More recent conceptualizations emphasize that fluent reading is the product of competency in, and the coordination of, multiple cognitive sub-skills (a multi-componential view). In this study, we examined how the pattern of activation in core reading regions changes as the ability to read fluently is manipulated through reading speed. We evaluated 13 right-handed adults with a novel fMRI task assessing fluent sentence reading and lower-order letter reading at each participant’s normal fluent reading speed, as well as constrained (slowed) and accelerated reading speeds. Comparing fluent reading conditions with rest revealed regions including bilateral occipito-fusiform, left middle temporal, and inferior frontal gyral clusters across reading speeds. The selectivity of these regions’ responses to fluent sentence reading was shown by comparison with the letter reading task. Region of interest analyses showed that at constrained and accelerated speeds these regions responded significantly more to fluent sentence reading. Critically, as reading speed increased, activation increased in a single reading-related region: occipital/fusiform cortex (left > right). These results demonstrate that while brain regions engaged in reading respond selectively during fluent reading, these regions respond differently as the ability to read fluently is manipulated. Implications for our understanding of reading fluency, reading development, and reading disorders are discussed. PMID:21954000

Longitudinal Prediction of 1st and 2nd Grade English Oral Reading Fluency in English Language Learners: Which Early Reading and Language Skills Are Better Predictors?

ERIC Educational Resources Information Center

Solari, Emily J.; Aceves, Terese C.; Higareda, Ignacio; Richards-Tutor, Cara; Filippini, Alexis L.; Gerber, Michael M.; Leafstedt, Jill

2014-01-01

This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish-speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic…

Intensity vs. Duration: Comparing the Effects of a Fluency-Based Reading Intervention Program, in After-School vs. Summer School Settings

ERIC Educational Resources Information Center

Katzir, Tami; Goldberg, Alyssa; Aryeh, Terry Joffe Ben; Donnelley, Katharine; Wolf, Maryanne

2013-01-01

Two versions of RAVE-O, a fluency-based reading intervention were examined over a 2-intervention period: a 9-month, 44-hour afterschool intervention program, and a month long, 44-hour summer intervention program. 80 children in grades 1-3 were tested on the two subtests of the Test of Word-Reading Efficiency and were assigned to one of 6 groups…

Professional development in scientifically based reading instruction: teacher knowledge and reading outcomes.

PubMed

Podhajski, Blanche; Mather, Nancy; Nathan, Jane; Sammons, Janice

2009-01-01

This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students (n = 33). Three control teachers and their students (n = 14), from a community of significantly higher socioeconomic demographics, were also followed. Experimental teachers participated in a 35-hour course on instruction of phonemic awareness, phonics, and fluency and were coached by professional mentors for a year. Although teacher knowledge in the experimental group was initially lower than that of the controls, their scores surpassed the controls on the posttest. First-grade experimental students' growth exceeded the controls in letter name fluency, phonemic segmentation, nonsense word fluency, and oral reading. Second-grade experimental students exceeded controls in phonemic segmentation. Although the teacher sample was small, findings suggest that teachers can improve their knowledge concerning explicit reading instruction and that this new knowledge may contribute to student growth in reading.

Orthographic learning in children with isolated and combined reading and spelling deficits.

PubMed

Mehlhase, Heike; Bakos, Sarolta; Landerl, Karin; Schulte-Körne, Gerd; Moll, Kristina

2018-05-07

Dissociations between reading and spelling problems are likely to be associated with different underlying cognitive deficits, and with different deficits in orthographic learning. In order to understand these differences, the current study examined orthographic learning using a printed-word learning paradigm. Children (4th grade) with isolated reading, isolated spelling and combined reading and spelling problems were compared to children with age appropriate reading and spelling skills on their performance during learning novel words and symbols (non-verbal control condition), and during immediate and delayed reading and spelling recall tasks. No group differences occurred in the non-verbal control condition. In the verbal condition, initial learning was intact in all groups, but differences occurred during recall tasks. Children with reading fluency deficits showed slower reading times, while children with spelling deficits were less accurate, both in reading and spelling recall. Children with isolated spelling problems showed no difficulties in immediate spelling recall, but had problems in remembering the spellings 2 hours later. The results suggest that different orthographic learning deficits underlie reading fluency and spelling problems: Children with isolated reading fluency deficits have no difficulties in building-up orthographic representations, but access to these representations is slowed down while children with isolated spelling deficits have problems in storing precise orthographic representations in long-term memory.

Reading Fluency from Grade 2-6: A Longitudinal Examination

ERIC Educational Resources Information Center

Lipka, Orly

2017-01-01

The goal of this study was to examine oral word reading fluency from a developmental perspective in a longitudinal study of students from second grade to sixth grade. The sample consisted of native English speaking students that took part in a large longitudinal study. Participants were assessed on cognitive and literacy measures such as working…

N300 Indexes Deficient Integration of Orthographic and Phonological Representations in Children with Dyslexia

ERIC Educational Resources Information Center

Hasko, Sandra; Bruder, Jennifer; Bartling, Jurgen; Schulte-Korne, Gerd

2012-01-01

In transparent orthographies, like German, children with developmental dyslexia (DD) are mainly characterized by a reading fluency deficit. The reading fluency deficit might be traced back to a scarce integration of orthographic and phonological representations. In order to address this question, the present study used EEG to investigate the N300,…

Using Word Identification Fluency to Monitor First-Grade Reading Development

ERIC Educational Resources Information Center

Zumeta, Rebecca O.; Compton, Donald L.; Fuchs, Lynn S.

2012-01-01

This study assessed the effects of sampling breadth on technical features of word identification fluency (WIF), a tool for screening and monitoring the reading development of first graders. From a potential pool of 704 first-grade students, the authors measured both a representative sample (n = 284) and 2 other subgroups: those with low reading…

Effects of Specifically Designed Literacy Stations on the Reading Fluency of Students

ERIC Educational Resources Information Center

English, Christine E.

2013-01-01

Reading fluency is critical in all aspects of school curriculum. Struggling readers fall further behind each year due to the increasing demands of the curriculum. To address this problem, the current study implemented literacy stations for struggling readers in a school in rural Washington State. The purpose of this study was to examine (a)…

Variability in "DIBELS Next" Progress Monitoring Measures for Students at Risk for Reading Difficulties

ERIC Educational Resources Information Center

O'Keeffe, Breda V.; Bundock, Kaitlin; Kladis, Kristin L.; Yan, Rui; Nelson, Kat

2017-01-01

Previous research on curriculum-based measurement of oral reading fluency (CBM ORF) found high levels of variability around the estimates of students' fluency; however, little research has studied the issue of variability specifically with well-designed passage sets and a sample of students who scored below benchmark for the purpose of progress…

Writing Fluency and Quality in Kindergarten and First Grade: The Role of Attention, Reading, Transcription, and Oral Language

ERIC Educational Resources Information Center

Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk

2014-01-01

In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language…

Developing Local Oral Reading Fluency Cut Scores for Predicting High-Stakes Test Performance

ERIC Educational Resources Information Center

Grapin, Sally L.; Kranzler, John H.; Waldron, Nancy; Joyce-Beaulieu, Diana; Algina, James

2017-01-01

This study evaluated the classification accuracy of a second grade oral reading fluency curriculum-based measure (R-CBM) in predicting third grade state test performance. It also compared the long-term classification accuracy of local and publisher-recommended R-CBM cut scores. Participants were 266 students who were divided into a calibration…

Through Literacy to Fluency: Reading in the Religious Studies Classroom

ERIC Educational Resources Information Center

Medine, Carolyn M. Jones

2016-01-01

This paper addresses a perennial question of the religious studies and, indeed, of most liberal arts classrooms: How do I get my students to read texts thoroughly and with understanding? After briefly reviewing the National Assessment of Adult Literacy (NAAL) data, I argue that what teachers desire is not just basic literacy, but fluency, which is…

School profiles of at-risk student concentration: Differential growth in oral reading fluency

PubMed Central

Logan, Jessica A.R.; Petscher, Yaacov

2010-01-01

The present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible for free or reduced priced lunch were used as indicators in a latent profile analysis of 569 schools. The goal of the present study was to determine whether school-level average student reading performance varied as a function of the groups identified in the latent profile analysis. To do so, groups extracted by the latent profile analysis were used as school-level predictors of growth in oral reading fluency, which was modeled at the within-student level of a three-level hierarchical growth curve model. Oral reading fluency was measured at four points during the year in a large cross-sectional sample of first-, second-, and third-grade students. Results indicated that schools were able to be classified into four distinct groups based on their concentrations and types of at-risk students. Further, in all three grades, there were significant differences between the four identified groups observed in average reading fluency scores at the beginning of the year, the end of the year, and growth during the year indicating that groups based on school-concentration of at-risk students were significantly related to average student achievement in reading ability. PMID:20159224

Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency.

PubMed

Georgiou, George K; Aro, Mikko; Liao, Chen-Huei; Parrila, Rauno

2016-03-01

The purpose of this study was twofold: (a) to contrast the prominent theoretical explanations of the rapid automatized naming (RAN)-reading relationship across languages varying in orthographic consistency (Chinese, English, and Finnish) and (b) to examine whether the same accounts can explain the RAN-spelling relationship. In total, 304 Grade 4 children (102 Chinese-speaking Taiwanese children, 117 English-speaking Canadian children, and 85 Finnish-speaking children) were assessed on measures of RAN, speed of processing, phonological processing, orthographic processing, reading fluency, and spelling. The results of path analysis indicated that RAN had a strong direct effect on reading fluency that was of the same size across languages and that only in English was a small proportion of its predictive variance mediated by orthographic processing. In contrast, RAN did not exert a significant direct effect on spelling, and a substantial proportion of its predictive variance was mediated by phonological processing (in Chinese and Finnish) and orthographic processing (in English). Given that RAN predicted reading fluency equally well across languages and that phonological/orthographic processing had very little to do with this relationship, we argue that the reason why RAN is related to reading fluency should be sought in domain-general factors such as serial processing and articulation. Copyright © 2015 Elsevier Inc. All rights reserved.

Performance Lapses in Children with Attention-Deficit/Hyperactivity Disorder Contribute to Poor Reading Fluency

PubMed Central

Jacobson, Lisa A.; Ryan, Matthew; Denckla, Martha B.; Mostofsky, Stewart H.; Mahone, E. Mark

2013-01-01

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) demonstrate increased response variability compared with controls, which is thought to be associated with deficits in attention regulation and response control that subsequently affect performance of more cognitively demanding tasks, such as reading. The present study examined response variability during a computerized simple reaction time (RT) task in 67 children. Ex-Gaussian analyses separated the response time distribution into normal (mu and sigma) and exponential (tau) components; the association of each with reading fluency was examined. Children with ADHD had significantly slower, more variable, and more skewed RTs compared with controls. After controlling for ADHD symptom severity, tau (but not mu or mean RT) was significantly associated with reduced reading fluency, but not with single word reading accuracy. These data support the growing evidence that RT variability, but not simply slower mean response speed, is the characteristic of youth with ADHD and that longer response time latencies (tau) may be implicated in the poorer academic performance associated with ADHD. PMID:23838684

Performance lapses in children with attention-deficit/hyperactivity disorder contribute to poor reading fluency.

PubMed

Jacobson, Lisa A; Ryan, Matthew; Denckla, Martha B; Mostofsky, Stewart H; Mahone, E Mark

2013-11-01

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) demonstrate increased response variability compared with controls, which is thought to be associated with deficits in attention regulation and response control that subsequently affect performance of more cognitively demanding tasks, such as reading. The present study examined response variability during a computerized simple reaction time (RT) task in 67 children. Ex-Gaussian analyses separated the response time distribution into normal (mu and sigma) and exponential (tau) components; the association of each with reading fluency was examined. Children with ADHD had significantly slower, more variable, and more skewed RTs compared with controls. After controlling for ADHD symptom severity, tau (but not mu or mean RT) was significantly associated with reduced reading fluency, but not with single word reading accuracy. These data support the growing evidence that RT variability, but not simply slower mean response speed, is the characteristic of youth with ADHD and that longer response time latencies (tau) may be implicated in the poorer academic performance associated with ADHD.

Fluency Instruction. Research-Based Best Practices

ERIC Educational Resources Information Center

Rasinski, Timothy Ed.; Blachowicz, Camille Ed.; Lems, Kristin Ed.

2006-01-01

Because fluency instruction was identified, only recently, as a cornerstone literacy subject--it is still unfamiliar terrain for many teachers. This volume fills a crucial gap by offering a thorough, authoritative examination of what reading fluency is--and how it should be taught. Contributing authors, who include the field's leading authorities,…

Influence of Verbal Working Memory Depends on Vocabulary: Oral Reading Fluency in Adolescents with Dyslexia

ERIC Educational Resources Information Center

Rose, L. Todd; Rouhani, Parisa

2012-01-01

Most research on dyslexia to date has focused on early childhood, while comparatively little is known about the nature of dyslexia in adolescence. The current study had two objectives. The first was to investigate the relative contributions of several cognitive and linguistic factors to connected-text oral reading fluency in a sample of…

Test Review: Mather, N., Hammill, D. D., Allen, E. A., & Roberts, R. (2004). "Test of Silent Word Reading Fluency." Austin, TX: PRO-ED

ERIC Educational Resources Information Center

Williams, Ashley; Bell, Sherry Mee

2005-01-01

With the recently passed Individuals with Disabilities Education Act (2004), federal law encourages monitoring student progress and gauging responsiveness to instruction. The Test of Silent Word Reading Fluency (TOSWRF; Mather, Hammill, Allen, & Roberts, 2004) is a group-administered test that holds promise for monitoring student progress.…

Measurement Properties of DIBELS Oral Reading Fluency in Grade 2: Implications for Equating Studies

ERIC Educational Resources Information Center

Stoolmiller, Michael; Biancarosa, Gina; Fien, Hank

2013-01-01

Lack of psychometric equivalence of oral reading fluency (ORF) passages used within a grade for screening and progress monitoring has recently become an issue with calls for the use of equating methods to ensure equivalence. To investigate the nature of the nonequivalence and to guide the choice of equating method to correct for nonequivalence,…

Encoder: A Connectionist Model of How Learning to Visually Encode Fixated Text Images Improves Reading Fluency

ERIC Educational Resources Information Center

Martin, Gale L.

2004-01-01

This article proposes that visual encoding learning improves reading fluency by widening the span over which letters are recognized from a fixated text image so that fewer fixations are needed to cover a text line. Encoder is a connectionist model that learns to convert images like the fixated text images human readers encode into the…

Predictive Utility and Classification Accuracy of Oral Reading Fluency and the Measures of Academic Progress for the Wisconsin Knowledge and Concepts Exam

ERIC Educational Resources Information Center

Ball, Carrie R.; O'Connor, Edward

2016-01-01

This study examined the predictive validity and classification accuracy of two commonly used universal screening measures relative to a statewide achievement test. Results indicated that second-grade performance on oral reading fluency and the Measures of Academic Progress (MAP), together with special education status, explained 68% of the…

Elucidating the Component Processes Involved in Dyslexic and Non-Dyslexic Reading Fluency: An Eye-Tracking Study

ERIC Educational Resources Information Center

Jones, Manon W.; Obregon, Mateo; Kelly, M. Louise; Branigan, Holly P.

2008-01-01

The relationship between rapid automatized naming (RAN) and reading fluency is well documented (see Wolf, M. & Bowers, P.G. (1999). "The double-deficit hypothesis for the 'developmental dyslexias.'" "Journal of Educational Psychology," 91(3), 415-438, for a review), but little is known about which component processes are important in RAN, and why…

Multilevel Analysis of Multiple-Baseline Data Evaluating Precision Teaching as an Intervention for Improving Fluency in Foundational Reading Skills for at Risk Readers

ERIC Educational Resources Information Center

Brosnan, Julie; Moeyaert, Mariola; Brooks Newsome, Kendra; Healy, Olive; Heyvaert, Mieke; Onghena, Patrick; Van den Noortgate, Wim

2018-01-01

In this article, multiple-baseline across participants designs were used to evaluate the impact of a precision teaching (PT) program, within a Tier 2 Response to Intervention framework, targeting fluency in foundational reading skills with at risk kindergarten readers. Thirteen multiple-baseline design experiments that included participation from…