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Comparison Of Oral Reading Fluency Growth Rates With English Learners And Native English Speakers
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Book Synopsis Comparison of Oral Reading Fluency Growth Rates with English Learners and Native English Speakers by : Brandi Clovis
Download or read book Comparison of Oral Reading Fluency Growth Rates with English Learners and Native English Speakers written by Brandi Clovis and published by . This book was released on 2007 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comparison of Reading Fluency Growth Rates for Regular Education, English Language Learners, and Special Education Elementary School Students by : Noreen Lazar
Download or read book Comparison of Reading Fluency Growth Rates for Regular Education, English Language Learners, and Special Education Elementary School Students written by Noreen Lazar and published by . This book was released on 2004 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Theories of Reading Development by : Kate Cain
Download or read book Theories of Reading Development written by Kate Cain and published by John Benjamins Publishing Company. This book was released on 2017-08-15 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of printed words to capture language is one of the most remarkable inventions of humankind, and learning to read them is one of the most remarkable achievements of individuals. In recent decades, how we learn to read and understand printed text has been studied intensely in genetics, education, psychology, and cognitive science, and both the volume of research papers and breadth of the topics they examine have increased exponentially. Theories of Reading Development collects within a single volume state-of-the-art descriptions of important theories of reading development and disabilities. The included chapters focus on multiple aspects of reading development and are written by leading experts in the field. Each chapter is an independent theoretical review of the topic to which the authors have made a significant contribution and can be enjoyed on its own, or in relation to others in the book. The volume is written for professionals, graduate students, and researchers in education, psychology, and cognitive neuroscience. It can be used either as a core or as a supplementary text in senior undergraduate and graduate education and psychology courses focusing on reading development.
Book Synopsis Handbook of Individual Differences in Reading by : Peter Afflerbach
Download or read book Handbook of Individual Differences in Reading written by Peter Afflerbach and published by Routledge. This book was released on 2015-08-11 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: The central unifying theme of this state-of-the-art contribution to research on literacy is its rethinking and reconceptualization of individual differences in reading. Previous research, focused on cognitive components of reading, signaled the need for ongoing work to identify relevant individual differences in reading, to determine the relationship(s) of individual differences to reading development, and to account for interactions among individual differences. Addressing developments in each of these areas, this volume also describes affective individual differences, and the environments in which individual differences in reading may emerge, operate, interact, and change. The scant comprehensive accounting of individual differences in reading is reflected in the nature of reading instruction programs today, the outcomes that are expected from successful teaching and learning, and the manner in which reading development is assessed. An important contribution of this volume is to provide prima facie evidence of the benefits of broad conceptualization of the ways in which readers differ. The Handbook of Individual Differences in Reading moves the field forward by encompassing cognitive, non-cognitive, contextual, and methodological concerns. Its breadth of coverage serves as both a useful summary of the current state of knowledge and a guide for future work in this area.
Book Synopsis Developing Reading and Writing in Second-language Learners by : Diane August
Download or read book Developing Reading and Writing in Second-language Learners written by Diane August and published by Taylor & Francis. This book was released on 2008 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
Book Synopsis The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3 by : Elizabeth Pauline Trevino
Download or read book The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3 written by Elizabeth Pauline Trevino and published by . This book was released on 2013 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: English-language learners (ELLs) demonstrate lower levels of English reading proficiency than do native English-speaking students. Oral reading fluency (ORF), the number of words read correctly in 1 min, is one indicator of reading proficiency. Within second language (L2) reading research, there have been few studies of L2 ORF development. The purposes of this study were to: (a) model the trajectory (i.e., initial status and growth) of English ORF in Grades 2 and 3 for Spanish-speaking ELLs in bilingual education programs, and (b) determine the effect of a 4-year structured intervention in English language and reading on L2 ORF development. Data were archived from Project ELLA, a longitudinal, randomized study documenting ELLs' acquisition of English language and reading from kindergarten through third grade. Data included 1,470 observations of English ORF from 283 ELLs at 17 schools. Schools were randomly assigned to the intervention (n=8) or control (n=9) condition. In intervention schools, a one-way dual language program and a comprehensive ESL intervention were implemented. The intervention emphasized L2 oral language development in kindergarten and first grades, basic L2 reading skills in second grade, and content-area reading skills in third grade. In the control schools, the district's typical transitional bilingual education program and ESL curricula were implemented. L2 ORF was measured using DIBELS ORF on six occasions. Piecewise multilevel growth models were used for data analysis. In Grades 2 and 3, ELLs followed a two-stage linear growth trajectory in English ORF, with a large decrease in level between grades. Slope parameters were positive in both grades but decreased slightly in third grade. Participating in Project ELLA added 1.52 wcpm per month to students? ORF scores in Grade 2. Both intervention and control groups improved at the same rate in Grade 3; however, intervention students maintained the higher level of ORF that was attained during second grade. Therefore, the ELLA intervention accelerated L2 ORF growth in second grade, such that intervention students read with greater fluency compared to control students throughout second and third grades. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/148134
Book Synopsis The Psychology of Reading by : Paula J. Schwanenflugel
Download or read book The Psychology of Reading written by Paula J. Schwanenflugel and published by Guilford Publications. This book was released on 2015-11-05 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Incorporating cognitive, neuropsychological, and sociocultural perspectives, this authoritative text explains the psychological processes involved in reading and describes applications for educational practice. The book follows a clear developmental sequence, from the impact of the early family environment through the acquisition of emergent literacy skills and the increasingly complex abilities required for word recognition, reading fluency, vocabulary growth, and text comprehension. Linguistic and cultural factors in individual reading differences are examined, as are psychological dimensions of reading motivation and the personal and societal benefits of reading. Pedagogical Features *End-of-chapter discussion questions and suggestions for further reading. *Explicit linkages among theory, research, standards (including the Common Core State Standards), and instruction. *Engaging case studies at the beginning of each chapter. *Technology Toolbox explores the pros and cons of computer-assisted learning.
Book Synopsis Exploring the Growth of Text-reading Fluency in Upper-elementary English Languague Learners During Instruction Based on Repeated Reading by : Katharine Staub Harrison
Download or read book Exploring the Growth of Text-reading Fluency in Upper-elementary English Languague Learners During Instruction Based on Repeated Reading written by Katharine Staub Harrison and published by . This book was released on 2021 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: For the large population of school-age English language learners in California and the United States, the challenge of learning a second language while learning academic content is formidable. Learning to read English skillfully is key to their success. Reading instruction focused on development of oral text-reading fluency has shown strong potential for accelerating the general reading achievement of native-English-speaking children, but there is a lack of concomitant research on English language learners. This dissertation describes a formative experiment with the goal to improve, in 9 weeks, the general reading achievement of 17 English language learners in Grades 3, 4, 5, and 6. These students were are at the Intermediate level of English development and lagged behind their native-English-speaking peers in reading. A formative experiment is basically descriptive in nature and utilizes both quantitative and qualitative study methods. The instructional intervention for this study was based on theories of language acquisition, reading development, and automatic processes of reading that underlie fluent reading. The intervention combined two types of repeated reading instruction: (a) silent repeated reading of controlled-vocabulary texts, with comprehension checks, and (b) repeated oral reading for performance, with explicit instruction about oral text-reading fluency. Instruction was altered as necessary, based on formative data, to meet the pedagogical goal. The students' pre- and postintervention performances on reading-fluency indicators, including standardized measures, are compared and a detailed narrative of the experiment reported. The pedagogical goal, improved reading fluency with comprehension, was realized for most of the students on at least one instrument. On the standardized reading-fluency measures, increases in reading accuracy offset decreases in reading rate for many students, an unexpected finding, while comprehension of unfamiliar passages improved. Most students improved on at least two of four measures of prosodic reading, with the exception of third graders.
Book Synopsis Examining the Relationship Between Automaticity and Oral Reading Comprehension in English Learners by : Annamaria M. Miller
Download or read book Examining the Relationship Between Automaticity and Oral Reading Comprehension in English Learners written by Annamaria M. Miller and published by . This book was released on 2021 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: This doctoral dissertation examined the relationship between automaticity and oral reading comprehension in English Learners (ELs) by comparing outcomes with non-English Learners. High fluency rate, or automaticity, is often used as a predictor of reading comprehension in students. Much of the prior research conducted on the relationship between reading rates and oral reading comprehension involved monolingual populations. Few studies have investigated this correlation among EL populations. In this present study, secondary assessment data were retrieved for third-grade students (N = 1,583) across 13 public schools within a single diverse school district in southern Colorado during the 2017-2018 and 2018-2019 school years. The school district includes 20.8% EL students. The researcher chose this approach as most appropriate to examine the relationship between oral reading rate and reading comprehension in ELs and non-English learners. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (DORF) was utilized as the measure for assessing third-grade reading fluency (word-level decoding and accuracy) and the Colorado Measures of Academic Success (CMAS) was used as the measure for assessing third-grade reading comprehension in language arts. Results indicated that ELs who read at a high automatic rate still scored significantly lower on reading comprehension than non-English learners who read at the same rate. Future research should consider conducting additional studies that analyze EL comprehension levels within the context of automaticity.
Book Synopsis Fluency Instruction by : Timothy V. Rasinski
Download or read book Fluency Instruction written by Timothy V. Rasinski and published by Guilford Press. This book was released on 2012-04-16 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Subject Areas/Keywords: assessments, decoding, elementary, English language learners, fluency, literacy instruction, oral reading, primary grades, prosody, reading comprehension, reading expressiveness, reading methods, secondary, struggling readers Description: This accessible guide brings together well-known authorities to examine what reading fluency is and how it can best be taught. Teachers get a clear, practical roadmap for navigating the often confusing terrain of this crucial aspect of balanced literacy instruction. Innovative approaches to instruction and assessment are described and illustrated with vivid examples from K-12 classrooms. The book debunks common misconceptions about fluency and clarifies its key role in comprehension. Effective practices are presented for developing fluency in specific populations, including English language learners, adolescents, and struggling readers"--
Book Synopsis Reading Fluency by : Timothy Rasinski
Download or read book Reading Fluency written by Timothy Rasinski and published by MDPI. This book was released on 2021-01-21 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Book Synopsis Growth Rates of Phonemic Awareness and Phonics Skills of Native Speakers and English Language Learners Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) by : Juliette Sefair-Montoya
Download or read book Growth Rates of Phonemic Awareness and Phonics Skills of Native Speakers and English Language Learners Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) written by Juliette Sefair-Montoya and published by . This book was released on 2006 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English by : Cindy Lynn Guerrero
Download or read book Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English written by Cindy Lynn Guerrero and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: English language learners, one of the fastest growing groups of students in public schools, continue to score lower in reading achievement when compared to non-English language learners. Struggling readers who do not receive early intervention are at-risk for reading failure and often continue to struggle with reading and academics. This small-n, quasi-experimental, longitudinal study (n=20) explored the differences in English reading between two closely matched groups of elementary Spanish-speaking ELLS, identified as struggling English readers, representing both structured English immersion and transitional bilingual programs. Treatment students received two years of supplemental English direct reading instruction provided by highly-trained bilingual paraprofessionals during Grades 2 and 3. Control students received standard district-based ESL instruction. This study derived from a randomized, longitudinal, federally funded research project (Project ELLA, #R305P030032) targeting native Spanish-speaking ELLs from low-SES backgrounds in a large urban school district in Southeast Texas. Scores for English oral reading fluency and broad reading ability were used to compare growth over time and to compare students across conditions using descriptive statistics and repeated measures mixed analysis of variance (ANOVA). Students demonstrated statistically significant gains over time in both English oral reading and English road reading ability. However, there were no significant differences in oral reading fluency or broad reading ability between conditions at the end of Grade 3. Additional exploratory analyses further examined bilingual program within the treatment group. Treatment students demonstrated similar growth in English oral reading fluency, across both bilingual programs. In English broad reading ability, transitional bilingual treatment students outperformed structured English immersion treatment students. The findings of this study expand the work of previous researchers in the area of supplemental direct English reading instruction of Grade 1 Spanish-speaking ELLs. The study adds to research that has not yet reported longitudinal L2 oral reading fluency and L2 broad reading findings for ELLs in Grades 2 and 3 who are struggling to learn to read in English. This study also contributes to limited studies investigating the effectiveness of bilingual paraprofessionals as tutors. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155659
Book Synopsis Validity of Maze and Oral Reading Fluency as Screening Measures for Native English Speakers and for English Learners in Upper Elementary School Grades by : Robert D. Richardson
Download or read book Validity of Maze and Oral Reading Fluency as Screening Measures for Native English Speakers and for English Learners in Upper Elementary School Grades written by Robert D. Richardson and published by . This book was released on 2009 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Data Mountain written by Lisa Anne Didion and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with and at-risk for reading disabilities (RD) are performing well below proficient level cutoffs on assessments of reading achievement (National Center for Education Research [NCES], 2017) and this has been the trend for the past two decades (NCES, 2017; Fuchs, Fuchs, & Vaughn, 2014; Vaughn & Wanzek, 2014). In particular, students with and at-risk for RD struggle with reading fluency, a foundational reading skill interconnected with other skills critical to reading proficiency, such as comprehension (Algozzine, Marr, Kavel, & Dugan, 2009; National Reading Panel, 2000). Typically, oral reading fluency (ORF) is targeted with repeated reading practices and few alternative approaches have been researched. Data Mountain is a program that includes components related to self-determination (i.e., self-monitoring, goal setting, positive attributions) and has shown promise in enhancing struggling readers’ oral reading fluency (Didion & Toste 2019; Didion, Toste, & Benz, 2019). The present study tested the effects of Data Mountain on the ORF of 83 students with and at risk for RD (47% female) in 2nd through 5th grades (M = 9.97 years; SD = 1.23). A randomized controlled trial design assigned students to one of three conditions: Data Mountain delivered in small groups (DM-G), Data Mountain delivered individually (DM-I), or a reading practice only comparison condition. The two treatment conditions allowed for comparison of program dosage; in a small group, students have additional opportunity for relatedness (i.e., feeling connected to others in social settings; Deci & Ryan, 2012) and peer modeling (Chard, Vaughn, & Tyler, 2002). Hierarchical linear modeling (HLM) was employed to examine differences in ORF growth across conditions. Moderating effects of grade-level, pretest performance, and English learner (EL) status were tested. Results indicated that treatment students, combined DM-G and DM-I conditions, read an average of 31 more words correct per minute than comparison students at the end of the study. Additionally, Data Mountain students growth rate was twice that of comparison students. There were no statistically significant differences between delivery formats or moderating effects of grade-level, pretest fluency performance, or EL status. The generalizability possibilities of the Data Mountain program across academic disciplines and behaviors are extensive. The transferable possibilities of Data Mountain to be an effective means to provide students with an opportunity to learn self-determination skills and improve ORF, while simultaneously progress monitoring struggling learners is significant to the field of special education
Book Synopsis Fluency Instruction by : Timothy V. Rasinski
Download or read book Fluency Instruction written by Timothy V. Rasinski and published by Guilford Publications. This book was released on 2006 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because fluency instruction was identified only recently as a cornerstone literacy subject, it is still an 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. The contributing authors - who include the field's leading authorities - review the growing knowledge base and provide clear recommendations for effective, engaging instruction and assessment. The special topics include promising applications for struggling readers and English language learners. Throughout, vignettes and examples from exemplary programs bring the research to life, enhancing the book's utility as an undergraduate- or graduate-level text and a resource for in-service teachers.
Book Synopsis A Comparison of the Effects of Repeated Readings with and Without Live Model Listening Preview on Reading Fluency and Comprehension for English Language Learners by : Laura Berry
Download or read book A Comparison of the Effects of Repeated Readings with and Without Live Model Listening Preview on Reading Fluency and Comprehension for English Language Learners written by Laura Berry and published by . This book was released on 2010 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous research has demonstrated the effectiveness of both repeated readings (RR) and listening previewing (LP), alone and in combination, to improve the reading performance of monolingual English speakers. Little research has examined these interventions for English Language Learners, however. Further, it is not yet established whether or not the addition of a live model improves the effects of RR for this population. An alternating treatment design with baseline was used to compare the effects of 2 interventions, RR with and without a live model preview, on the reading fluency and comprehension of practiced reading material for 5 third-grade, native Spanish speakers. Visual analysis revealed that adding a modeling component did not result in greater performance compared to RR alone for any of the participants. Assessments on unpracticed passages revealed generalized gains in reading fluency and/or comprehension for 3 of the 5 participants.
