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The Correlation Between The Three Reading Fluency Subskills And Reading Comprehension In At Risk Adolescent Readers
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Book Synopsis The Correlation Between the Three Reading Fluency Subskills and Reading Comprehension in At-Risk Adolescent Readers by : Craig Courbron
Download or read book The Correlation Between the Three Reading Fluency Subskills and Reading Comprehension in At-Risk Adolescent Readers written by Craig Courbron and published by . This book was released on 2012 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine which of the three reading fluency subskills were most strongly correlated with reading comprehension in adolescent at-risk readers. The participants were 82 adolescent males (ages 13-19) who had been committed to a juvenile detention facility. Archival data from a two-year period was collected from a maximum security juvenile detention facility in a rural section of the Northeastern United States. The Measures of Academic Progress test was used to collect reading comprehension data; the Qualitative Reading Inventory-4 test was used to collect reading speed and reading accuracy data; the Multidimensional Fluency Scale was used to collect reading prosody data. The data was analyzed using a bivariate correlation analysis in order to measure the strength of the correlations. The research revealed that the relationship between reading speed and reading comprehension had an identical correlation coefficient as the relationship between reading prosody and reading comprehension; both correlations were significant and strong. The research also revealed that reading accuracy and reading comprehension were only weakly correlated.
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 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 Role of Fluency in Reading Competence, Assessment, and instruction by : Edward J. Kame'enui
Download or read book The Role of Fluency in Reading Competence, Assessment, and instruction written by Edward J. Kame'enui and published by Routledge. This book was released on 2001-06-01 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 2001. This is a special issue Volume 5, Number 3, from 2001 of Scientific Studies of Reading that looks at the DNA of reading fluency in scientific inquiry accounts. The contributors offer a selection of essays seeks to establish that that fluent reading is plainly developmental and represents an outcome of well-specified sub lexical and lexical processes and skills developed for most children over a bounded period of pedagogical time, rather than in just the school setting.
Book Synopsis Fluency and Reading Comprehension in Typical Readers and Dyslexics Readers by : Simone A. Capellini
Download or read book Fluency and Reading Comprehension in Typical Readers and Dyslexics Readers written by Simone A. Capellini and published by Frontiers Media SA. This book was released on 2018-02-22 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading involves decoding and comprehension components and, to become efficient, it requires a large number of cognitive and linguistic processes. Among those, the phonological awareness, the alphabetic principle, the decoding, the fluency, the lexical development and the text comprehension development. The reading comprehension is strongly related with the development of vocabulary, oral language, linguistic skills, memory skills and ability to make inferences, and the world experiences of each individual. These processes become important only when the professional needs to deal with students presenting difficulties in learning how to read. The difficulty using the knowledge of conversion rules between grapheme and phoneme to the word reading construction characterizes the dyslexia, which is a specific learning disorder with a neurological source. These difficulties presented by students with dyslexia interfere in their learning process impairing the learning development. Knowing and following the reading development and its processes, as well as obtaining the punctuation of fluency abilities and students comprehension allow us to understand what happens when the student presents difficulties to read. This could help in the identification of learning disabilities and in the development of intervention programs.
Book Synopsis The Relationship Between Second and Third Grade Students' Reading Fluency and Grade-level Reading Comprehension by : Katherine Lindsey Swope
Download or read book The Relationship Between Second and Third Grade Students' Reading Fluency and Grade-level Reading Comprehension written by Katherine Lindsey Swope and published by . This book was released on 2018 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship between reading fluency and reading comprehension by measuring both constructs using grade-level academic text, and to determine the relationship between reading fluency and reading comprehension when reading fluency performance was examined at the quantile level. Six hundred and five second and third grade students in a Mountain West state participated in this study and were assessed on their reading fluency and reading comprehension abilities using the Narrative Language Measures: Reading (NLM:R), a subtest of the CUBED, which measures reading fluency through a timed reading task and reading comprehension through a narrative retell task. This assessment is based on grade-level, academic text which is aligned with the Common Core State Standards (CCSS) (Petersen & Spencer, 2016). As prior research has demonstrated (Reese, Suggate, Long & Schaughency, 2010; Shapiro, Fritschmann, Thomas, Hughes, & McDougal, 2014), this study found a weak relationship between reading fluency and reading comprehension when reading comprehension was assessed using a narrative retell task. When the relationship between reading fluency and reading comprehension was examined at every 10th percentile of fluency performance, reading fluency and reading comprehension demonstrated a tenuous relationship. The differences between reading comprehension performance at the 10th percentile of reading fluency and all other percentiles were not significant. The results of this study suggest that curriculum based measures for oral reading (CBM-Rs) may not be an appropriate indirect measure for grade-level reading comprehension.
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 2012-04-15 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 How to Plan Differentiated Reading Instruction by : Sharon Walpole
Download or read book How to Plan Differentiated Reading Instruction written by Sharon Walpole and published by Guilford Publications. This book was released on 2017-05-16 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tens of thousands of K–3 teachers have relied on this book--now revised and expanded with more than 50% new material--to plan and deliver effective literacy instruction tailored to each student's needs. The authors provide a detailed framework for implementing differentiated small-group instruction over multiweek cycles. Each component of the beginning reading program is addressed--phonological awareness, word recognition, fluency, vocabulary, and comprehension. In a large-size format for easy photocopying, the book includes dozens of reproducible lesson plans, instructional activities, assessment forms, and other tools. Purchasers get access to a webpage where they can download and print the reproducible materials. New in 2024: A free online-only Study Guide by Sharon Walpole presents commentary and discussion questions for each chapter from a science-of-reading perspective--available for download at www.guilford.com/walpole-studyguide. New to This Edition *Differentiation 2.0: the approach has been fine-tuned based on field testing, new research findings, and current standards and response-to-intervention frameworks. *Many additional reproducible tools, such as coaching templates and the Informal Decoding Inventory. *Beyond lesson plans and materials, the second edition offers more guidance for designing instruction and grouping students, making it a one-stop resource. *Reproducible tools now available to download and print. An NCTQ Exemplary Text for Reading Instruction
Book Synopsis The Relationship Between Reading Fluency, Writing Fluency, and Reading Comprehension in Suburban Third-grade Students by : Mary Leonard Palmer
Download or read book The Relationship Between Reading Fluency, Writing Fluency, and Reading Comprehension in Suburban Third-grade Students written by Mary Leonard Palmer and published by . This book was released on 2021 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: The topic of reading fluency is of great importance in education today. Research has shown a significant positive relationship between reading fluency and reading comprehension. However, little is known about writing fluency and its connection with reading comprehension. The purpose of this study was to examine the relationships between reading fluency, writing fluency, and reading comprehension. First, using the principles of assessing reading fluency, I designed a writing assessment and measured the writing fluency of 54 3rd graders. I examined the writing assessments as they related to the students' reading fluency and reading comprehension scores. Secondly, I performed a quasi-experimental scientific study with 3rd grade students. The control group (n=36) were taught the board-adopted language arts curriculum, while the experimental group (n=18) had systematic direct instruction in reading and writing fluency in addition to the regular language arts curriculum. The research questions were: What is the relationship between students' reading comprehension and reading fluency among a group of third graders? What is the relationship between their reading comprehension and writing fluency? What is the relationship between their reading fluency and writing fluency? Will the experimental group of students with direct instruction in reading and writing fluency outperform the control group in reading comprehension? What other factors are involved in increasing reading comprehension? Pearson's correlation statistic, paired t-tests, independent samples t-tests, and multiple linear regression analysis were used to analyze the data. All statistical analyses were performed using PASW (formerly SPSS) for Windows. Consistent with reading research, the results showed there was a strongly positive correlation between reading comprehension and reading fluency. This study also found a correlation between reading comprehension and writing as well as a correlation between reading comprehension and writing fluency. However, the link between reading comprehension and writing fluency was not found in pretest measurement, or the posttest-pretest measurement. The ANOVA results showed that reading and writing fluency explained a statistically significant 50% of the total variance in reading comprehension scores. This study also showed a strong positive correlation between reading fluency and writing fluency in the posttest measurement. In the quasi-experimental study, the experimental group did not outperform the experimental group: both groups made significant progress. The major implication of this study is that writing could help increase reading comprehension, which results in another tool for teachers to use in teaching reading comprehension. This could result in an additional emphasis in teaching writing skills in the classroom.
Book Synopsis How Listening While Reading Affects Oral Reading Fluency with At-risk Third Grade Readers by : Danielle Adelina Pietrantoni
Download or read book How Listening While Reading Affects Oral Reading Fluency with At-risk Third Grade Readers written by Danielle Adelina Pietrantoni and published by . This book was released on 2006 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1991 with total page 566 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Oral Reading Fluency and Reading Comprehension for Third Grade Students in a Rural Louisiana School District by : Felicia Conway Sledge-Murphy
Download or read book The Relationship Between Oral Reading Fluency and Reading Comprehension for Third Grade Students in a Rural Louisiana School District written by Felicia Conway Sledge-Murphy and published by . This book was released on 2011 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: If DIBELS [Dynamic indicators of Basic Early Literacy Skills] oral reading fluency (ORF) is found to predict student achievement on the Integrated Louisiana Educational Assessment Program (iLEAP), then having this data is critical to identifying and meeting the needs of struggling readers. . . . The purpose of this study was to investigate the relationship between oral reading fluency and reading comprehension. Additionally, the study explored the relationship between student performance on DIBELS-ORF and its prediction of student performance in reading comprehension as measured by the iLEAP. Moreover, this study examined socioeconomic status (SES) as a factor influencing reading subscores of reading achievement. The data were obtained from 15 elementary schools (seven Title I schools and eight non-Title I schools) in a North Louisiana school district. A total of 1,094 participants were administered the . . . DIBELS diagnostic screener and the . . . iLEAP in fall 2008 and spring 2009. . . . Results showed a significant relationship between oral reading fluency and reading comprehension. Also, it was determined that DIBELS-ORF is a statistically significant predictor of student performance of iLEAP reading subscores. This study provided evidence that DIBELS-ORF is a reliable diagnostic tool that educators can use to assist in planning and implementing prescriptive interventions to address weaknesses of students with reading deficiencies. Further implications for practice as well as recommendations for future research are discussed. -Author
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 2009-04 with total page 654 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Fluency written by Asaid Khateb and published by Springer. This book was released on 2016-05-11 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book is dedicated to the blessed memory of Prof. Zvia Breznitz, whose groundbreaking research has made a tremendous impact on the understanding of fluency in reading. The book presents a multidimensional perspective of recent research and reviews on fluency in reading. The first part presents recent brain-imaging findings from studies into the neurobiological basis of reading, as well as cognitive and language studies exploring the underlying factors of fluency in reading and its development. The second part comprises reviews of intervention studies that address reading ability, and in particular, fluency in reading. The book provides a unique multilingual perspective on reading research by including studies of readers of different orthographies and speakers of different languages. Both scientists exploring the different aspects of reading and language, and clinicians of reading intervention will find this book not only of great interest but extremely useful in its clear and in-depth presentation of current reading research.
Book Synopsis Fluency in Reading by : Zvia Breznitz
Download or read book Fluency in Reading written by Zvia Breznitz and published by Routledge. This book was released on 2006-08-15 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first book to examine in-depth the crucial role of the speed of information processing in the brain in determining reading fluency in both normal and dyslexic readers. Part I explains fluency in reading from both traditional and modern perspectives. Fluency has historically been viewed as the outcome of other reading-related factors and has often been seen as a convenient measure of reading skills. This book, however, argues that fluency has a strong impact on other aspects of reading and plays a central role in the entire reading process. Part II deals with the determinants of reading fluency. Chief among these is the speed of information processing in the brain. Using both behavioral and electrophysiological evidence, the book systematically examines the features of processing speed in the various brain systems involved in reading: visual-orthographic, auditory-phonological, and semantic and shows how speed of processing affects fluency in reading. Part III deals with the complex issues of cross-modal integration and specifically with the need for effective synchronization of the brain processes involved in reading. It puts forward the Synchronization Hypothesis and discusses the role of the Asynchrony Phenomenon as a major factor in dyslexia. Finally, it summarizes research on manipulating reading rate by means of the Acceleration method, providing evidence for a possible intervention aimed at reducing Asynchrony. Key features of this outstanding new book include: *Expanded View of Fluency. Reading fluency is seen as both a dependent and an independent Variable. Currently available books focus on reading rate solely as the outcome of other factors whereas this volume stresses that it is both an outcome and a cause. *Information Processing Focus. Fluency itself is determined to a large extent by a more general factor, namely, speed of processing in the brain. The book presents wide-ranging evidence for individual differences in speed of processing across many subpopulations. *Brain Synchronization Focus. The book posits a new theory arguing that effective reading requires synchronization of the different brain systems: visual orthographic, auditory-phonological, and semantic. *Research-Based Interventions. Interventions to enhance fluency and, thereby, reading skills in general are presented in detail. *Author Expertise. Zvia Breznitz is Head of the Department of Learning Disabilities and Director of the Laboratory for Neurocognitive Research at Haifa University in Israel, where she has been researching this topic for over a decade. This book is appropriate for researchers and advanced students in reading, dyslexia, learning disabilities, cognitive psychology, and neuropsychology.
Book Synopsis The Relationship Between Reading Fluency, Writing Fluency, and Reading Comprehension in Suburban Third-grade Students by :
Download or read book The Relationship Between Reading Fluency, Writing Fluency, and Reading Comprehension in Suburban Third-grade Students written by and published by . This book was released on 2010 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: The topic of reading fluency is of great importance in education today. Research has shown a significant positive relationship between reading fluency and reading comprehension. However, little is known about writing fluency and its connection with reading comprehension. The purpose of this study was to examine the relationships between reading fluency, writing fluency, and reading comprehension. First, using the principles of assessing reading fluency, I designed a writing assessment and measured the writing fluency of 54 3rd graders. I examined the writing assessments as they related to the students' reading fluency and reading comprehension scores. Secondly, I performed a quasi-experimental scientific study with third grade students. The control group (n=36) were taught the board-adopted language arts curriculum, while the experimental group (n=18) had systematic direct instruction in reading and writing fluency in addition to the regular language arts curriculum. The research questions were: What is the relationship between students' reading comprehension and reading fluency among a group of 3rd graders? What is the relationship between their reading comprehension and writing fluency? What is the relationship between their reading fluency and writing fluency? Will the experimental group of students with direct instruction in reading and writing fluency outperform the control group in reading comprehension? What other factors are involved in increasing reading comprehension? Pearson's correlation statistic, paired t-tests, independent samples t-tests, and multiple linear regression analysis were used to analyze the data. All statistical analyses were performed using PASW (formerly SPSS) for Windows. Consistent with reading research, the results showed there was a strongly positive correlation between reading comprehension and reading fluency. This study also found a correlation between reading comprehension and writing as well as a correlation between reading comprehension and writing fluency. However, the link between reading comprehension and writing fluency was not found in pretest measurement, or the posttest-pretest measurement. The ANOVA results showed that reading and writing fluency explained a statistically significant 50% of the total variance in reading comprehension scores. This study also showed a strong positive correlation between reading fluency and writing fluency in the posttest measurement. In the quasi-experimental study, the experimental group did not outperform the experimental group: both groups made significant progress. The major implication of this study is that writing could help increase reading comprehension, which results in another tool for teachers to use in teaching reading comprehension. This could result in an additional emphasis in teaching writing skills in the classroom.
Book Synopsis The Science of Reading by : Margaret J. Snowling
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
