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The Effects Of Repeated Reading On The Fluency Of Intermediate Level English As A Second Language Learners
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Book Synopsis The Effects of Repeated Reading on the Fluency of Intermediate-level English-as-a-second-language Learners by : Krista Carlene Rich
Download or read book The Effects of Repeated Reading on the Fluency of Intermediate-level English-as-a-second-language Learners written by Krista Carlene Rich and published by . This book was released on 2019 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most would agree that reading fluency is a concern of every L2 teacher. Repeated reading (RR) positively affects fluency development, supported by much research with L1 children. However, relatively little focus has been given to L2 RR. Most research on RR in L2 settings has focused on audio-assisted RR, used insufficient data collection methods prone to human error, and taken place in an EFL setting. In our experiment, we used eye-tracking as a direct mode of measurement of the effects that RR has on early and late reading measures. In this study, 30 intermediate-level English language learners studying in an intensive English program in the United States participated. Participants silently read three carefully leveled narrative texts, three times each. As they read each passage, an eye-tracking machine gathered data on their eye movements. With immediate repeated exposure to the texts, students improved their reading fluency in both early and late measures of reading.
Book Synopsis The Effects of Repeated Reading on the Reading Fluency of Fifth Grade, Low Socioeconomic, Second Language Learners by : Raeanna Dee Wertz
Download or read book The Effects of Repeated Reading on the Reading Fluency of Fifth Grade, Low Socioeconomic, Second Language Learners written by Raeanna Dee Wertz and published by . This book was released on 2006 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners by : Kelly Morisoli
Download or read book Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners written by Kelly Morisoli and published by . This book was released on 2010 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs) with a specific learning disability (SLD) in reading. A multiple baseline reversal design across subjects was used to explore the effects of repeated reading on two dependent variables: reading fluency (words read correctly per minute; wpm) and number of errors per minute (epm). Data were collected and analyzed during baseline, intervention, and maintenance probes. Throughout the baseline phase participants read a passage aloud and during intervention phases, participants read a passage aloud and received error correction feedback. During baseline, reading was followed by fluency assessments. During intervention, reading was followed by three oral repeated readings of the passage. Maintenance sessions occurred 1, 2, and 3 weeks after the intervention ended. The researcher of this study concluded that repeated reading had a positive effect on the reading abilities of ELLs with a SLD in reading. Participants read more wpm and made fewer epm. Additionally, maintenance scores were slightly varied when compared to the last day of intervention; however, maintenance scores were higher than baseline means. The researcher of this study demonstrated that repeated reading improved the reading abilities of ELLs with a SLD in reading. On maintenance probes 1, 2, and 3 weeks following intervention mean reading fluency and errors per minute remained above baseline levels. Future researchers should investigate the use of repeated reading in ELLs with a SLD in reading at various stages of reading acquisition. Further, future researchers may examine how repeated reading can be integrated into classroom instruction and assessments.
Book Synopsis Reading Fluency and Its Impact on Reading Comprehension in Intermediate-level Second-language Learners of Elementary School Age by : Kimberly René Medeiros
Download or read book Reading Fluency and Its Impact on Reading Comprehension in Intermediate-level Second-language Learners of Elementary School Age written by Kimberly René Medeiros and published by . This book was released on 2006 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reading Fluency by : Falah H. K. ALsiekh
Download or read book Reading Fluency written by Falah H. K. ALsiekh and published by . This book was released on 2009 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study emphasized the value of explicit reading fluency instruction over an extended period of time. Intensive English programs should carefully evaluate how fluency instruction is integrated into reading curricula.
Book Synopsis The Effect of Repeated Reading Instruction on Oral Reading Fluency and Its Impact on Reading Comprehension of Grade 5 English Language Learners by : W. Maria Wang
Download or read book The Effect of Repeated Reading Instruction on Oral Reading Fluency and Its Impact on Reading Comprehension of Grade 5 English Language Learners written by W. Maria Wang and published by . This book was released on 2010 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
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 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 The Effectiveness of a Repeated Readings Intervention with English Language Learners by : Stephanie Nicole Huff
Download or read book The Effectiveness of a Repeated Readings Intervention with English Language Learners written by Stephanie Nicole Huff and published by . This book was released on 2012 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Repeated readings has been shown to be effective with monolingual students to improve both reading fluency and comprehension (Chard, Vaughn, & Tyler, 2002; O'Shea, Sindelar, & O'Shea, 1985; Vadasy & Sanders, 2008; Wang & Algozzine, 2008); however, evidence for the effectiveness of this technique is more scarce with English Language Learners (ELLs). The purpose of this study was to investigate the effectiveness of a basic repeated readings intervention with ELLs for strengthening their reading fluency and comprehension. Three elementary students from a school in northern Oklahoma participated in the intervention for approximately 15 minutes each school day for approximately 6 weeks. DIBELS passages were used to assess reading fluency. AimsWeb Maze passages were administered during three baseline sessions and three return-to-baseline sessions to measure comprehension. Treatment integrity and inter-rater agreement were also assessed. Change in the trend, level, and variability in the participant's performance during the intervention were evaluated to determine the effectiveness of the intervention. The students did not respond to the repeated readings intervention in reading fluency or reading comprehension. Changes were made to the intervention, such as by adding error correction, modeling, or goal setting; however no significant impact occurred. Directions for future research with ELL students include comparing the effects of a repeated readings intervention alone with a repeated readings intervention that includes other components such as error correction, modeling, or goal setting. Another important aspect for future research is to understand how students' age and amount of exposure to English impact the effect of reading interventions such as repeated readings.
Book Synopsis The Effects of Guided Reading on Language Acquisition of Second Language Learners by : Erin L. Karsi
Download or read book The Effects of Guided Reading on Language Acquisition of Second Language Learners written by Erin L. Karsi and published by . This book was released on 2005 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to see if guided reading helps second language learners develop their second language, English to greater levels of fluency. Two groups of students were studied, four at an intermediate level and one at a beginning level. The researcher worked with each group over a twelve week period focusing on all four aspects of language, listening, speaking, reading, and writing. The intermediate group focused on complex sentences while the beginning student developed vocabulary through Moustafa's (1987) comprehensible input plus language experience approach to language development. The results showed that guided reading that is modified to focus on all aspects of a student's language, listening, speaking, reading, and writing, does develop a second language learner's language.
Book Synopsis Impact of Assisted Repeated Reading on Reading Fluency and Reading Comprehension in High School ESL Students by : Javier Santiago Colón
Download or read book Impact of Assisted Repeated Reading on Reading Fluency and Reading Comprehension in High School ESL Students written by Javier Santiago Colón and published by . This book was released on 2006 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quasi-experimental study explores the impact of Assisted Repeated Reading on reading comprehension and reading fluency in high school ESL students. Conducted at Dr. Manuel de la Pila Iglesias High School in Ponce, Puerto Rico, this study was carried out using two groups of twelfth grade students and their English teacher. A pre test and post test was used in order to determine differences between groups.
Download or read book Resources in Education written by and published by . This book was released on 1992 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Exploring EFL Fluency in Asia by : T. Muller
Download or read book Exploring EFL Fluency in Asia written by T. Muller and published by Springer. This book was released on 2014-10-04 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: In EFL contexts, an absence of chances to develop fluency in the language classroom can lead to marked limitations in English proficiency. This volume explores fluency development from a number of different perspectives, investigating measurements and classroom strategies for promoting its development.
Book Synopsis The Effects of Repeated Reading on Fluency and Comprehension for ELL Students by : Susan M. Hocker
Download or read book The Effects of Repeated Reading on Fluency and Comprehension for ELL Students written by Susan M. Hocker and published by . This book was released on 2004 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Windows Into the Classroom by : Claudia A. Gentile
Download or read book Windows Into the Classroom written by Claudia A. Gentile and published by Center. This book was released on 1995 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on a survey conducted in 1992 by the National Assessment of Educational Progress (NAEP), a study examined the types of writing students performed in school, the quality of their classroom writing, and the relationship between their classroom writing and their performance on the NAEP writing assessment. A nationally representative subgroup of more than 3,000 fourth and eighth graders who participated in the 1992 NAEP writing assessment submitted three pieces of writing that represented their best writing efforts and reflected different kinds of writing (narrative, informative, persuasive). Students were asked to give special preference to pieces developed using writing process strategies such as pre-writing activities, consulting with others about writing, and revising successive drafts. Teachers completed a brief questionnaire and students wrote a letter explaining their selections. Each student portfolio underwent a 3-part analysis. Major findings included: (1) most students submitted narrative and/or informative writing; (2) at fourth grade, most of the informative papers were brief and undeveloped; (3) most of the fourth-grade informative writing was at a basic level; (4) the majority of papers showed evidence that their writers had employed process strategies; (5) students who spent more time on writing performed better on their portfolio writing; and (6) generally, the correlation between assessment and portfolio ratings was low for narrative and informative writing for both grades. Contains 32 tables and 9 figures of data. A summary of state writing assessment programs, a 100-item annotated bibliography, a procedural appendix, administration materials, and examples of students' writing are attached.) (RS)
