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Effects Of Vocabulary Instruction Error Correction And Fluency Building On Oral Reading Rate And Reading Comprehension By Students With Limited English Proficiency
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Book Synopsis Effects of Vocabulary Instruction, Error Correction, and Fluency- Building on Oral Reading Rate and Reading Comprehension by Students with Limited English Proficiency by : Kai Yung Brian Tam
Download or read book Effects of Vocabulary Instruction, Error Correction, and Fluency- Building on Oral Reading Rate and Reading Comprehension by Students with Limited English Proficiency written by Kai Yung Brian Tam and published by . This book was released on 1996 with total page 648 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Vocabulary Instruction, Error Correction, and Influency-building on Oral Reading Rate and Reading Comprehension by Students with Limited English Proficiency by : Kai Yung Tam
Download or read book Effects of Vocabulary Instruction, Error Correction, and Influency-building on Oral Reading Rate and Reading Comprehension by Students with Limited English Proficiency written by Kai Yung Tam and published by . This book was released on 1996 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1997 with total page 806 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Book Synopsis The Effects of Repeated Readings on the Oral Reading Rates and Comprehension of Adolescent, African American Male Students Using Culturally and Gender Relevant Reading Selections by : Maria S. Martinez
Download or read book The Effects of Repeated Readings on the Oral Reading Rates and Comprehension of Adolescent, African American Male Students Using Culturally and Gender Relevant Reading Selections written by Maria S. Martinez and published by . This book was released on 2008 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study used a multiple baseline across students design to examine the effects on fluency rate and comprehension of six African American adolescent males. The participants were between the ages of 12 and 15 years, referred by their teacher/administrator as being "at risk" for reading problems. The repeated readings intervention involved vocabulary instruction, model reading, systematic error correction, and performance feedback. Culturally/gender relevant materials were used in the intervention. Results from this study support the effectiveness of repeated readings to increase the reading fluency for all six participants, however, a functional relationship between the intervention and the improvement in the students' ORF scores was only supported by five of the six participants. There were no substantial improvements in the comprehension skills of the participants.
Book Synopsis The Fluent Reader by : Timothy V. Rasinski
Download or read book The Fluent Reader written by Timothy V. Rasinski and published by Scholastic Inc.. This book was released on 2003 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduces oral reading teaching methods for developing word recognition and comprehension in students.
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2008-02 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Vocabulary Instruction on the Reading Comprehension of English Language Learners by : Cassandra Joy Sanders
Download or read book The Impact of Vocabulary Instruction on the Reading Comprehension of English Language Learners written by Cassandra Joy Sanders and published by . This book was released on 2015 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to examine the correlation between direct vocabulary instruction and a student's ability to comprehend what they are reading. Eighteen elementary students from grades three to five with limited English proficiency were studied. The students took three Foutntas and Pinnell Vocabulary Benchmark assessments to chart progress over a trimester of the school's calendar. The researcher applied numerous targeted vocabulary teaching strategies to the curriculum such as 1) Text Talk, 2) synonyms and antonyms, 3) word nuances, 4) homophones, homonyms, and homographs, 5) Prediction, Association, Verification, and Evaluation (PAVE), 6) CLOZE passages, 7) book introductions, 8) sight words, 9) idioms, 10) graphic organizers, and 11) summarizing. The author found that short intervals of vocabulary instruction improved reading comprehension scores of most ELL students and were easy to fit into the school day.
Book Synopsis The Impact of Story Reading and Retelling on the Oral Development of English Language Learners by : Pei-Lin Yang
Download or read book The Impact of Story Reading and Retelling on the Oral Development of English Language Learners written by Pei-Lin Yang and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the increasing population of English language learners in the United States and the academic gap between their English-speaking counterparts, the purpose of this study was to explore the impact of the structured instruction composed of story reading, retelling, higher-order thinking skills and ESL strategies on the oral language development of English language learners. The data utilized in this study was retrieved from the archived data from a five-year longitudinal research project targeting Spanish-speaking students with limited English language proficiency at elementary level. All the participants in the treatment groups received the structured language instruction from the entry of kindergarten to the end of third grade with multiple instructional components. In order to compare the oral proficiency of students in two different treatment conditions, 64 third grade students were randomly selected from the transitional bilingual education program. Among the 64 participants, 32 received enhanced English instruction and the other 32 received only typical ESL instruction. The enhanced instruction the participants received in the year of third grade included story reading, retelling, content area integration, direct vocabulary instruction, higher-order thinking skills and ESL strategies. All the participants in treatment and control groups received curriculum-based vocabulary measure and standardized assessment. The first research question focused on the oral fluency based on the curriculum-based vocabulary knowledge. The findings suggested significant impact of time and treatment, and also a significant interaction effect between these two variables, indicating that the intervention had a significant effect on the students' oral proficiency based on the curriculum-based measurement and the effect was more evident in the posttest. The second and third research question focused on students' vocabulary knowledge and listening comprehension on the measure of standardized assessment after receiving repeated story reading and explicit vocabulary instruction. The results showed the treatment group outperformed the control group in the aspects of vocabulary knowledge and listening comprehension. The findings suggested that the students who received structured instruction of story reading and retelling incorporating higher-order thinking skills and ESL strategies showed better performance in oral fluency, vocabulary knowledge and listening comprehension. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155127
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 The Effect of Instructional Reading Software on Developing English Reading Speed and Comprehension for IT University Students by : Sumar Ghizan, PHD
Download or read book The Effect of Instructional Reading Software on Developing English Reading Speed and Comprehension for IT University Students written by Sumar Ghizan, PHD and published by Xlibris Corporation. This book was released on 2012-07 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sumar Ghizan has been a faculty member in the English Language Institute (ELI) at New York Institute of Technology from 2005 until Sep 2010. Recently, she is a research Assistant at The University of Windsor where she is enrolled in the MEd program. She has been teaching English Language for Graduate and Undergraduate Students for more than twelve years. In 2010 Ghizan has obtained her degree of Doctor of Philosophy in Curricula and Methods of English Language from the College of Educational and Psychological Sciences, AAU. Her research interests are in language acquisition, educational policies and curricula studies. She had participated in one conference and looking forward to attend another in Brussels where she is going to present a paper on Educational Policies for the First Nation Child: impediments and future perceptions.
Book Synopsis Second Language Instruction/acquisition Abstracts by :
Download or read book Second Language Instruction/acquisition Abstracts written by and published by . This book was released on 1997 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of an Oral Reading Fluency Activity on Rates of Oral Reading by : Sarah Letitia Moore
Download or read book The Effects of an Oral Reading Fluency Activity on Rates of Oral Reading written by Sarah Letitia Moore and published by . This book was released on 2007 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study examined the effects of a fluency building activity on the levels of oral reading fluency in a group of six first and second grade students with multiple disabilities. It also examined the effects of student fluency on levels of comprehension. The reading fluency activity used a combination of word practice in isolation (word flashcards), model reading (teacher reads aloud as students follow along), guided practice (students read along with teacher), and partner reading (students take turns reading) to build fluency. Students participated in the fluency activity in groups of two and were grouped according to skill level. Fluency and comprehension levels were assessed both before and after the study using the letter-word identification and reading fluency portions of the Woodcock-Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001). The students were assessed for levels of oral reading fluency during baseline and intervention sessions through 1-minute timed readings. The numbers of correct words the students were able to read during each 1-minute time period were tracked throughout the study. Students were assessed for comprehension through passage retells. After each 1- minute timed reading students were asked to retell what they had read. The number of words connected with the passage during the child's retell were counted and documented. The dependent variables in this study were the number of correct words read in 1- minute and the number of words students used to retell the passage. Results show that the students' rates of oral reading fluency increased with the intervention. All six students demonstrated an increase in the number of words read during the 1-minute timed readings during the intervention. Students showed improvement on their W-J-III (Woodcock et al., 2001) reading fluency posttest scores following the conclusion of the study. Results also indicate that the students' rates of comprehension increased along with their levels of reading fluency. Five out of the six students demonstrated an improvement in levels of comprehension when their levels of oral reading fluency increased.
Book Synopsis The Effects of Fluency-building Strategies on the Oral Reading Rates of First-grade Students by : Holly E. Walker
Download or read book The Effects of Fluency-building Strategies on the Oral Reading Rates of First-grade Students written by Holly E. Walker and published by . This book was released on 2008 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of a Skill-based Intervention Package Including Repeated Reading and Error Correction on the Oral Reading Fluency of At-risk Readers by : Amy Danielle Glazer
Download or read book The Effects of a Skill-based Intervention Package Including Repeated Reading and Error Correction on the Oral Reading Fluency of At-risk Readers written by Amy Danielle Glazer and published by . This book was released on 2007 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present investigation examined the effects of an intervention package including repeated reading and the word drill method of error correction on the oral reading fluency of at-risk readers. The study attempted to determine whether the intervention package produced greater gains in reading fluency than repeated reading alone. A secondary purpose of the study was to examine the retention of gains made in fluency on untrained passages. Finally, the study examined the acceptability of each intervention.
Book Synopsis The Effects of Vocabulary Instruction on the Reading Comprehension Levels of English Language Learners by : Marcia Carver
Download or read book The Effects of Vocabulary Instruction on the Reading Comprehension Levels of English Language Learners written by Marcia Carver and published by . This book was released on 2008 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Lingering Questions Regarding the Transfer Effects of Improvements in Oral Reading Fluency by : Susan M. Syverud
Download or read book Lingering Questions Regarding the Transfer Effects of Improvements in Oral Reading Fluency written by Susan M. Syverud and published by . This book was released on 2004 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Decoding Instruction on Oral Reading Fluency for Older Students with Reading Delays by : Gaige J. Johnson
Download or read book The Effects of Decoding Instruction on Oral Reading Fluency for Older Students with Reading Delays written by Gaige J. Johnson and published by . This book was released on 2018 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: Struggling older readers often have difficulty with early decoding skills (Tolman, 2005; Toste, Williams, & Capin, 2017). If they are unable to master decoding, they may have difficulty with more complex skills, such as passage reading fluency. The current study extends research on reading fluency for older students by evaluating the combined effects of a phonics procedure and a fluency-building strategy on their reading fluency. Participants were older students with below grade level reading performance who had deficits in oral reading fluency and decoding. Dependent variables were the number of correctly sorted word patterns and the number of correct words per minute read in a passage and on a word list. During the intervention, a modified word sort procedure was used to train students to sort and read words containing the target word patterns. Following the initial word sort procedure, fluency building was employed by training word reading to a fluency criterion. Connected text passages were used to assess participants' fluency when reading passages that contained the word pattern. A multiple-probe design across responses was utilized to evaluate the effectiveness of the intervention on the decoding skills and oral reading fluency of participants.
