This study examined the oral reading fluency of 70 4th grade students in Turkey with respect to prosodic characteristics. The students' words correct per minute (WCPM) and prosodic reading skills were evaluated using a standardized scale. It was found that the students' average WCPM was within normal levels but 40% had problems with prosodic reading skills like expression, phrasing, and pace. Additionally, there was a positive correlation found between higher WCPM and stronger prosodic reading abilities. The study concluded that more emphasis should be placed on teaching prosodic reading skills in primary schools.
This document summarizes a research study that evaluated 378 4th and 5th grade students' silent reading fluency skills. The study found that most students had poor silent reading fluency according to standardized tests. Fifth grade students performed significantly better than 4th grade students. Female students also performed significantly better than male students. The study highlights the importance of developing silent reading fluency skills in addition to oral reading fluency. More research is needed on measuring and improving silent reading fluency in Turkey.
Factors Responsible for Poor English Reading Comprehension at Secondary LevelBahram Kazemian
The present study shows factors responsible for poor English reading comprehension at secondary school level students. The purpose of this study is to explore those factors and to suggest remedies how to strengthen English reading comprehension of the students. English is the 2nd language of Pakistani students and Kachru (1996) places it in the outer circle. Test and interviews are conducted to get the data. Different factors like poor command of vocabulary, habit of cramming, no interest to learn creativity in reading but the sole goal is just to pass the examination which are found responsible for poor English reading comprehension. Motivation to learn reading can develop reading comprehension skill of students.
The document discusses a study that examines the influence of teaching sight words and phonics simultaneously on improving reading comprehension for Iranian elementary EFL learners, with a focus on gender. The study involved 180 students who took a pre-test, with 120 then receiving instruction using both sight words and phonics over 10 sessions. The experimental group showed improved reading skills compared to the control group on the post-test. The study also found no significant difference in outcomes between male and female students who received the combined instruction approach. The findings suggest that a simultaneous approach to teaching sight words and phonics can effectively support and improve reading comprehension for elementary EFL learners.
Effect of fluency on reading comprehensionmizzyatie14
This document summarizes Beth Egmon's 2008 doctoral dissertation which examined the relationship between reading fluency and comprehension in first grade students. The study aimed to address a gap in research by determining if fluency is a predictor of comprehension for early readers. Egmon reviewed literature establishing the importance of fluency and comprehension. Her methodology involved collecting fluency and comprehension data from first grade students using a standardized assessment. The results provided insight into how fluency instruction can support comprehension development in first grade.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
This study compared the effects of semantically related and unrelated word lists on Iranian EFL learners' short-term and long-term vocabulary recognition and retention. Sixty elementary students were divided into experimental and control groups. The experimental group learned words from semantically related lists while the control group learned from unrelated lists. Immediate and delayed vocabulary tests showed that the control group performed better on the immediate test, while the experimental group performed significantly better on the delayed test. The results suggest that semantically related word lists may facilitate better long-term vocabulary retention compared to unrelated lists.
Research topic Comparing the effect of paired versus repeat.docxbrittneyj3
Research topic: Comparing the effect of paired versus repeated reading on improving Saudi EFL students' reading fluency.
Introduction
Fluency reading in one of acquired skill that is significantly important in formal communication. The art of reading involves coordination of brain functions and eyes. However, fluency in reading is an improved skill that can acquired through practice. People with physical or mental impairment might have difficulty in reading. All students in a class have distinct reading abilities. In prompting their fluency in reading, the two methods is applied; paired and repeated reading. In paired reading, two or more students are grouped and subjected to similar reading material assessing the reading pattern for each. Every student here will exhibit a unique reading style to compete with others. On the other hand, in repeated reading, students with fluency reading difficulties are subjected to repeat reading exercise in which assessment in done on every stage acquainting the level of fluency (Gorsuch, & Taguchi, 2008).
Saudi Arabia is an Arabic speaking nation. Their countries first language is Arabic. Their English learning experience is greatly hampered by reading difficulty since it’s a foreign (second) language. A study done in one of Saudi EFL teachers college showed that the student had a significant interest in learning how to improve their reading experience. It was discovered that, at least 20% of those interested in English, had a significant competitive experience in acquiring the standard rate of fluency in reading (Williams, 2013). Some of the factors highlighted as leading impediment to the improved fluency reading were; difficulty in understanding the meaning of the text, spelling and pronunciation problems, difficulty in scanning and skimming, limited vocabulary, syntactic parsing difficulty among others.
There are many ways of enhancing fluency reading skills. These skills can better be improved during younger ages of the reader. However, fluency in reading can be improved by training children to read aloud. These provide a clear model for fluent reading during elementary periods of learning ( Chang,2010) . Fluency can also be enhanced when learners listens to an audio recording and systematically listening along the audio. It can also be attained through practice sight words using playful activities.
Learners can enhance their reading fluency through training and performance in reading theaters or spoken word competitions. ( Al-Otaibi, 2004), choral reading is a practice by which the teacher reads an enlarged text several time until the leaner’s master the text and can fluently read it on their own. This is also another way of improving fluency reading( Kuhn , 2015 ). The prime purpose in this study is to compare the significance of the two basic methods of improving fluency among the EFL students and how the counteracting effects on the methods.
Problem o.
An Investigation of Macrolinguistic Errors in Indonesian Efl Learners Essays...Cynthia Velynne
This document summarizes a study that investigated macrolinguistic errors in essays written by Indonesian EFL (English as a Foreign Language) learners. The study analyzed 40 students' essays and interviews. It found seven types of errors at the discourse level (run-on sentences, unawareness of logical relations, poor paragraph development, cohesion problems, improper use of discourse markers, coherence problems, absence of parallel structure) and two types of errors at the pragmatic level (miss-selection of lexical items, violation of cooperative principles). Possible causes of errors included lack of writing interest, inadequate grammar mastery, difficulties arranging ideas logically, and lack of vocabulary. The researchers hope the results can help teachers design better materials and students recognize
This document summarizes a research study that evaluated 378 4th and 5th grade students' silent reading fluency skills. The study found that most students had poor silent reading fluency according to standardized tests. Fifth grade students performed significantly better than 4th grade students. Female students also performed significantly better than male students. The study highlights the importance of developing silent reading fluency skills in addition to oral reading fluency. More research is needed on measuring and improving silent reading fluency in Turkey.
Factors Responsible for Poor English Reading Comprehension at Secondary LevelBahram Kazemian
The present study shows factors responsible for poor English reading comprehension at secondary school level students. The purpose of this study is to explore those factors and to suggest remedies how to strengthen English reading comprehension of the students. English is the 2nd language of Pakistani students and Kachru (1996) places it in the outer circle. Test and interviews are conducted to get the data. Different factors like poor command of vocabulary, habit of cramming, no interest to learn creativity in reading but the sole goal is just to pass the examination which are found responsible for poor English reading comprehension. Motivation to learn reading can develop reading comprehension skill of students.
The document discusses a study that examines the influence of teaching sight words and phonics simultaneously on improving reading comprehension for Iranian elementary EFL learners, with a focus on gender. The study involved 180 students who took a pre-test, with 120 then receiving instruction using both sight words and phonics over 10 sessions. The experimental group showed improved reading skills compared to the control group on the post-test. The study also found no significant difference in outcomes between male and female students who received the combined instruction approach. The findings suggest that a simultaneous approach to teaching sight words and phonics can effectively support and improve reading comprehension for elementary EFL learners.
Effect of fluency on reading comprehensionmizzyatie14
This document summarizes Beth Egmon's 2008 doctoral dissertation which examined the relationship between reading fluency and comprehension in first grade students. The study aimed to address a gap in research by determining if fluency is a predictor of comprehension for early readers. Egmon reviewed literature establishing the importance of fluency and comprehension. Her methodology involved collecting fluency and comprehension data from first grade students using a standardized assessment. The results provided insight into how fluency instruction can support comprehension development in first grade.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
This study compared the effects of semantically related and unrelated word lists on Iranian EFL learners' short-term and long-term vocabulary recognition and retention. Sixty elementary students were divided into experimental and control groups. The experimental group learned words from semantically related lists while the control group learned from unrelated lists. Immediate and delayed vocabulary tests showed that the control group performed better on the immediate test, while the experimental group performed significantly better on the delayed test. The results suggest that semantically related word lists may facilitate better long-term vocabulary retention compared to unrelated lists.
Research topic Comparing the effect of paired versus repeat.docxbrittneyj3
Research topic: Comparing the effect of paired versus repeated reading on improving Saudi EFL students' reading fluency.
Introduction
Fluency reading in one of acquired skill that is significantly important in formal communication. The art of reading involves coordination of brain functions and eyes. However, fluency in reading is an improved skill that can acquired through practice. People with physical or mental impairment might have difficulty in reading. All students in a class have distinct reading abilities. In prompting their fluency in reading, the two methods is applied; paired and repeated reading. In paired reading, two or more students are grouped and subjected to similar reading material assessing the reading pattern for each. Every student here will exhibit a unique reading style to compete with others. On the other hand, in repeated reading, students with fluency reading difficulties are subjected to repeat reading exercise in which assessment in done on every stage acquainting the level of fluency (Gorsuch, & Taguchi, 2008).
Saudi Arabia is an Arabic speaking nation. Their countries first language is Arabic. Their English learning experience is greatly hampered by reading difficulty since it’s a foreign (second) language. A study done in one of Saudi EFL teachers college showed that the student had a significant interest in learning how to improve their reading experience. It was discovered that, at least 20% of those interested in English, had a significant competitive experience in acquiring the standard rate of fluency in reading (Williams, 2013). Some of the factors highlighted as leading impediment to the improved fluency reading were; difficulty in understanding the meaning of the text, spelling and pronunciation problems, difficulty in scanning and skimming, limited vocabulary, syntactic parsing difficulty among others.
There are many ways of enhancing fluency reading skills. These skills can better be improved during younger ages of the reader. However, fluency in reading can be improved by training children to read aloud. These provide a clear model for fluent reading during elementary periods of learning ( Chang,2010) . Fluency can also be enhanced when learners listens to an audio recording and systematically listening along the audio. It can also be attained through practice sight words using playful activities.
Learners can enhance their reading fluency through training and performance in reading theaters or spoken word competitions. ( Al-Otaibi, 2004), choral reading is a practice by which the teacher reads an enlarged text several time until the leaner’s master the text and can fluently read it on their own. This is also another way of improving fluency reading( Kuhn , 2015 ). The prime purpose in this study is to compare the significance of the two basic methods of improving fluency among the EFL students and how the counteracting effects on the methods.
Problem o.
An Investigation of Macrolinguistic Errors in Indonesian Efl Learners Essays...Cynthia Velynne
This document summarizes a study that investigated macrolinguistic errors in essays written by Indonesian EFL (English as a Foreign Language) learners. The study analyzed 40 students' essays and interviews. It found seven types of errors at the discourse level (run-on sentences, unawareness of logical relations, poor paragraph development, cohesion problems, improper use of discourse markers, coherence problems, absence of parallel structure) and two types of errors at the pragmatic level (miss-selection of lexical items, violation of cooperative principles). Possible causes of errors included lack of writing interest, inadequate grammar mastery, difficulties arranging ideas logically, and lack of vocabulary. The researchers hope the results can help teachers design better materials and students recognize
The relationship between the neuroticism trait and use of the english languag...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies).
Vocabulary instruction is important for reading comprehension. Students need to learn an average of 2,000-3,000 new words per year. Direct vocabulary instruction should include defining words, using them in contexts, and having multiple exposures. Indirect instruction like wide reading is also important. The gap in vocabulary knowledge between strong and weak readers grows over time. Effective instruction includes promoting word consciousness, pre-teaching words before reading, and using strategies like context clues.
Personality traits as predictors of the social english language learning stra...Dr. Seyed Hossein Fazeli
The present study aims to find out the role of personality traits in the prediction use of the Social English Language Learning Strategies (SELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Social English Language Learning Strategies based on Social category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the SELLSs, but personality traits cannot be as a strong predictor to predict use of the SELLSs.
Reading fluency as an indicator of reading comprehensionmizzyatie14
This document summarizes a study that examined the relationship between fourth grade students' reading habits/situations and their reading comprehension. The study found:
1) There was a positive relationship between students' prosody skills (expression and intonation when reading aloud) and their performance on tests measuring deep understanding and blank completion.
2) Students' reading speed correlated with their scores on tests of deep understanding.
3) The number of mistakes students made when reading correlated negatively with their performance on multiple choice, blank completion, and short answer tests.
4) Reading fluency skills (especially prosody) were better predictors of students' performance on tests of deep understanding, accounting for 76% of the
A Comparative Study On Critical Thinking In Education From Critical Reading ...Julie Davis
This study aimed to create a critical listening attainment framework by adapting critical reading attainments from education programs of top-performing countries in reading skills on PISA exams. The study examined the Turkish curriculum and identified few critical thinking attainments. It then looked at reading attainments from Singapore, Finland, and Canada—the top 3 countries on PISA reading skills. Using expert opinions, these attainments were adapted to focus on listening skills. A draft critical listening attainment list was created and reviewed by experts. The final framework identified 7 critical listening attainments aligned with characteristics of critical listeners. The framework aims to improve students' critical thinking through a focus on listening skills.
This document summarizes research on reading instruction and literacy development from several scholarly sources:
1. It discusses definitions of phonemic awareness and debates around how it should be defined and taught.
2. It reviews research showing the importance of integrating reading and writing instruction, as well as focusing on language comprehension from an early age.
3. It notes that standardized tests have limitations in informing classroom instruction due to lack of alignment with curriculum and inability to reliably measure student needs. Formative assessments should be designed for instructional purposes.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
The document provides an annotated bibliography summarizing research on reading disabilities and interventions. It includes 10 sources that examine strategies for teaching students with severe reading disabilities, the use of Reading Recovery assessments in response to intervention models, comparing the efficacy of assisted digital audiobook reading to sustained silent reading, the diagnostic utility of assessing reading fluency, the benefits of computer-assisted remedial reading interventions, and whether measures of speech production at age 30 months can predict later reading disabilities.
This summary provides the key details from the document in 3 sentences:
The document discusses a study that investigated the English pronunciation competence of 48 second semester civil engineering students in Samarinda State Polytechnic, Indonesia. The students were tested on pronouncing 100 words of varying syllable lengths. The results found the average score was 75 (classified as "fair"), with no students scoring below 50, though some exercises could help students improve pronunciation.
This study examines factors that impact reading comprehension for secondary students, including working memory, vocabulary, prior knowledge, word recognition, reading strategies, and motivation. There is no agreement on which factors are most important. The study aims to determine the relative importance of these factors and their relationship to student profiles to improve teaching practices and reading skills.
This document describes a school-wide literacy strategy to improve oral reading fluency for English language learners using a Response to Intervention (RtI) model. It proposes implementing a poetry performance where students read poems aloud individually and in groups. The performance aims to increase students' prosody, or ability to read with expression, through repeated practice. Benchmark assessments will monitor students' fluency progress and identify those needing additional support.
- The document discusses Keith Stanovich's research on reading fluency and his Interactive-Compensatory Model of reading.
- The model posits that good readers simultaneously engage lower cognitive processes like letter recognition and higher processes like comprehension to make sense of text. Poor readers rely more on context.
- Stanovich defines fluent reading as accurate, rapid reading with expression that allows for comprehension. A lack of fluency is a predictor of reading comprehension difficulties.
A Systematic Review Of The Thesis On Language And Communication Skills Of Ind...Pedro Craggett
This document summarizes the results of a systematic review of 17 Turkish theses published between 2014-2019 on teaching language and communication skills to individuals with autism spectrum disorder (ASD). The theses were analyzed based on year of publication, thesis level, supervisor title, university, institute, department, research method, participants, references, location, and research topic. The review found most theses were master's theses published in recent years, supervised by associate professors, conducted at Ankara University using single-subject research methods with individuals with ASD as participants. The review aims to identify trends in this area and guide future research on supporting the language development of individuals with ASD.
English - Majored Juniors’ attitudes towards learning the academic writing co...AJHSSR Journal
This document summarizes a research study that investigated the attitudes of English-majored juniors at TraVinh University towards their academic writing course. The study found that students had positive attitudes about the course and recognized its benefits. However, students also faced challenges, with grammar being a prominent difficulty due to their native language influence. The study suggests implications to help students improve their academic writing skills.
This document provides an introduction and literature review on reading comprehension of various text types (narrative, descriptive, expository, argumentative) in children with and without hearing impairments in inclusive schools. It outlines the objectives to ascertain achievement in reading comprehension of each text type and compare achievement across groups. It proposes that narrative and descriptive texts will be most beneficial for hearing impaired children and describes the methodology which will use a researcher-made test tool and t-test analysis on two groups of 7th grade students from Mumbai inclusive schools. The significance of the study is to help enhance reading comprehension for hearing impaired children.
Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Reading strategies and comprehension among first year teacher education stude...Gilbert Binas
This study aimed to determine the relationship between reading strategies and comprehension among first year college students. 101 students were surveyed on their use of strategies before, during, and after reading and tested on vocabulary, details, and structure. Results showed many students had difficulty with reading comprehension. The study aimed to identify strategy use and determine if a relationship existed between strategies and comprehension.
WTC and Learning Styles of EFL Learners.pptxNimaaNaami
This study investigated the relationship between Iranian EFL learners' learning styles and their willingness to communicate in English classrooms. The study found that kinesthetic learning style was most preferred. There was a low positive correlation found between learning styles and willingness to communicate in different language skills. While no significant differences in learning styles were found across proficiency levels, differences in willingness to communicate for speaking and comprehension were found between elementary vs intermediate and advanced learners. The study provided insights into the dynamics between learning styles, willingness to communicate, and language proficiency among Iranian EFL learners.
The document provides a 5-step process for requesting and obtaining writing assistance from the HelpWriting.net service:
1. Create an account with a password and email.
2. Complete a 10-minute order form with instructions, sources, and deadline.
3. Review bids from writers and choose one based on qualifications.
4. Review the completed paper and authorize payment if satisfied.
5. Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
How To Write An Essay For Grad School Admission CEmma Burke
The document analyzes the Green Day song "American Idiot" and how it responded to political events in the early 2000s. The song criticized the US government's decision to go to war in the Middle East after 9/11. Many people opposed the war but it occurred due to patriotism and following the orders of President George W. Bush. The song was one of many musical responses to the post-9/11 political climate and the beginning of wars in the Middle East.
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The relationship between the neuroticism trait and use of the english languag...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies).
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This document summarizes a study that examined the relationship between fourth grade students' reading habits/situations and their reading comprehension. The study found:
1) There was a positive relationship between students' prosody skills (expression and intonation when reading aloud) and their performance on tests measuring deep understanding and blank completion.
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This study aimed to create a critical listening attainment framework by adapting critical reading attainments from education programs of top-performing countries in reading skills on PISA exams. The study examined the Turkish curriculum and identified few critical thinking attainments. It then looked at reading attainments from Singapore, Finland, and Canada—the top 3 countries on PISA reading skills. Using expert opinions, these attainments were adapted to focus on listening skills. A draft critical listening attainment list was created and reviewed by experts. The final framework identified 7 critical listening attainments aligned with characteristics of critical listeners. The framework aims to improve students' critical thinking through a focus on listening skills.
This document summarizes research on reading instruction and literacy development from several scholarly sources:
1. It discusses definitions of phonemic awareness and debates around how it should be defined and taught.
2. It reviews research showing the importance of integrating reading and writing instruction, as well as focusing on language comprehension from an early age.
3. It notes that standardized tests have limitations in informing classroom instruction due to lack of alignment with curriculum and inability to reliably measure student needs. Formative assessments should be designed for instructional purposes.
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The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
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The document provides an annotated bibliography summarizing research on reading disabilities and interventions. It includes 10 sources that examine strategies for teaching students with severe reading disabilities, the use of Reading Recovery assessments in response to intervention models, comparing the efficacy of assisted digital audiobook reading to sustained silent reading, the diagnostic utility of assessing reading fluency, the benefits of computer-assisted remedial reading interventions, and whether measures of speech production at age 30 months can predict later reading disabilities.
This summary provides the key details from the document in 3 sentences:
The document discusses a study that investigated the English pronunciation competence of 48 second semester civil engineering students in Samarinda State Polytechnic, Indonesia. The students were tested on pronouncing 100 words of varying syllable lengths. The results found the average score was 75 (classified as "fair"), with no students scoring below 50, though some exercises could help students improve pronunciation.
This study examines factors that impact reading comprehension for secondary students, including working memory, vocabulary, prior knowledge, word recognition, reading strategies, and motivation. There is no agreement on which factors are most important. The study aims to determine the relative importance of these factors and their relationship to student profiles to improve teaching practices and reading skills.
This document describes a school-wide literacy strategy to improve oral reading fluency for English language learners using a Response to Intervention (RtI) model. It proposes implementing a poetry performance where students read poems aloud individually and in groups. The performance aims to increase students' prosody, or ability to read with expression, through repeated practice. Benchmark assessments will monitor students' fluency progress and identify those needing additional support.
- The document discusses Keith Stanovich's research on reading fluency and his Interactive-Compensatory Model of reading.
- The model posits that good readers simultaneously engage lower cognitive processes like letter recognition and higher processes like comprehension to make sense of text. Poor readers rely more on context.
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An Evaluation Of The Oral Reading Fluency Of 4Th Graders With Respect To Prosodic Characteristic
1. Volume: 6 Issue: 1 Year: 2009
An evaluation of the oral reading fluency of 4th
graders
with respect to prosodic characteristic
Mustafa Yıldız
Kasım Yıldırım
Seyit Ateş
Çetin Çetinkaya
Abstract
This study examined the oral reading fluency of 4th
graders with respect to prosodic
characteristics. Seventy 4th
graders participated in the study. They were initially asked to
read a grade-level passage and their reading was video recorded. Their reading errors were
identified and their word correct per minute (WCPM) was determined. Their oral reading
skills were also evaluated with respect to prosodic characteristics by using the
Multidimensional Fluency Scale criteria. The results showed that their WCPM was close to
the norms of the 4th
grade. However, a significant part of students (40%) were noted to
have problems with prosodic reading skills. Further, a positive and meaningful relationship
was observed between WCPM and prosodic reading skills. It was concluded that activities
and studies promoting prosodic reading skills should be given more emphasis in primary
schools.
Keywords: prosody; prosodic reading; fluency; reading fluency; elementary school.
Ministry of National Education, myildiz52@gmail.com
Ahi Evran University, dogukanepsilon@gmail.com
Gazi University, seyitates@gazi.edu.tr
Gazi University, cetincetinkaya@gazi.edu.tr
2. Yıldız, M., Yıldırım, K., Ateş, S., Çetinkaya, Ç. (2008). An evaluation of the oral reading fluency of 4th
graders with respect to prosodic characteristic. International Journal of Human Sciences [Online]. 6:1.
Available: http://www.insanbilimleri.com
354
Introduction
Successful reading requires readers to process the text (the surface level of reading)
and comprehend it (the deeper meaning). Reading fluency refers to the reader's ability to
develop control over surface-level text processing so that he or she can focus on
understanding the deeper levels of meaning embedded in the text (Rasinski, 2004). Reading
fluency is one of the defining characteristics of good readers, and a lack of fluency is a
common characteristic of poor readers. Differences in reading fluency not only distinguish
good readers from poor, but a lack of reading fluency is also a reliable predictor of reading
comprehension problems (Stanovich, 1991). Once struggling readers learn sound-symbol
relationships through intervention and become accurate decoders, lack of fluency emerges as
the next hurdle on their way to reading proficiency (Torgesen et al., 2001; Torgesen,
Rashotte, Alexander, Alexander & MacPhee, 2003). This lack of fluent reading is a problem
for poor readers because they tend to read in a labored, disconnected fashion with a focus on
decoding at the word level that makes comprehension of the text difficult, if not impossible.
Reading fluency has three important dimensions that build a bridge to
comprehension. The first dimension is accuracy in word decoding. Readers must be able to
sound out the words in a text with minimal errors. In terms of skills, this dimension refers to
phonics and other strategies for decoding words. The second dimension is automatic
processing. Readers need to expend as little mental effort as possible in the decoding aspect
of reading so that they can use their finite cognitive resources for meaning making (LaBerge
& Samuels, 1974). The third dimension is what linguists call prosodic reading (Schreiber,
1980, 1991; Schreiber & Read, 1980).
A fluent reader can maintain this performance for long periods of time, can retain the
skill after long periods of no practice, and can generalize across texts. A fluent reader is also
not easily distracted and reads in an effortless, flowing manner. The most compelling reason
to focus instructional efforts on students becoming fluent readers is the strong correlation
between reading fluency and reading comprehension (Allington, 1983; Johns, 1993;
Samuels, 1988; Schreiber, 1980). Each aspect of fluency has a clear connection to text
comprehension. Without accurate word reading, the reader will have no access to the
author’s intended meaning, and inaccurate word reading can lead to misinterpretations of the
text. Poor automaticity in word reading or slow, laborious movement through the text taxes
3. Yıldız, M., Yıldırım, K., Ateş, S., Çetinkaya, Ç. (2008). An evaluation of the oral reading fluency of 4th
graders with respect to prosodic characteristic. International Journal of Human Sciences [Online]. 6:1.
Available: http://www.insanbilimleri.com
355
the reader’s capacity to construct an ongoing interpretation of the text. Poor prosody can lead
to confusion through inappropriate or meaningless groupings of words or through
inappropriate applications of expression (Hudson, Lane & Pullen, 2005).
Prosody is a linguistic term to describe the rhythmic and tonal aspects of speech: the
“music” of oral language. Prosodic features are variations in pitch (intonation), stress
patterns (syllable prominence), and duration (length of time) that contribute to expressive
reading of a text (Allington, 1983; Dowhower, 1991; Schreiber, 1980).
A student’s reading prosody can be measured only through observation of an oral
reading of a connected text. During the reading of a passage, a teacher can listen to the
student’s inflection, expression, and phrase boundaries. A more quantifiable scale that
provides a score that can be used to compare a student against him or herself across time or
between students in a class or school can be found in Zutell and Rasinski (1991). Prosody in
oral reading should signal reading comprehension of the reader and enhance listening
comprehension of the listener. That is, prosodic readers understand what they read and make
it easier for others to understand as well.
As can be seen from the literature, prosody is critical in developing reading fluency
and comprehension. A review of studies on reading skills conducted in Turkey shows that
not many studies have focused on prosodic characteristics. Also, prosodic skills are mostly
connected with the music class, and not always emphasized as a reading skill. Prosody has
been defined as the harmony between syllable and musical stress in a poem composition, and
the entire set of rules about this (Türkçe Sözlük [TDK], 2005). Due to the reasons listed, a
need for this study was felt. In this study, the oral reading skills of primary 4th grade students
were evaluated from a prosodic perspective. The relationship between WCPM and prosodic
reading skills was also examined.
Method
Instrument
The best way to assess prosodic reading is to listen to a student read a grade-level
passage and then judge the quality of the reading using a rubric that scores a student on the
4. Yıldız, M., Yıldırım, K., Ateş, S., Çetinkaya, Ç. (2008). An evaluation of the oral reading fluency of 4th
graders with respect to prosodic characteristic. International Journal of Human Sciences [Online]. 6:1.
Available: http://www.insanbilimleri.com
356
elements of expression and volume, phrasing, smoothness, and pace. Students who score
poorly may be considered at risk in this dimension of reading fluency (Rasinski, 2004). This
study utilized the Multidimensional Fluency Scale developed by Rasinski (2004) to evaluate
prosodic reading skills. The scale has the following four main dimensions: a) expression and
volume, b) phrasing, c) smoothness and d) pace. Students can score between a minimum of 4
and a maximum of 16 on the score. Those who score below 8 have problems in fluency, and
those above 8 are considered to be developing. Consent was obtained to use the scale in this
study.
Participants
The participants in the study were 70 fourth grade students (9-10 years of age) from a
primary state school in Ankara, Turkey. Students who were enrolled for this research were
selected at random. A total of 34 girls and 36 boys eventually participated in the study.
Procedure
Initially, a reading passage on the 4th grade level was identified. Participants were
asked to read it aloud for five minutes, during which they were video-taped. Following the
identification of their reading errors, their words correct per minute (WCPM) was
established. The oral reading of participants were evaluated separately by using the
Multidimensional Fluency Scale and then compared with one another. This yielded a
prosodic reading score ranging between 4 and 16 for each individual student. Statistical
operations were conducted on WCPM and prosodic reading scores.
Results
The mean and standard deviation values of students’ WCPM and prosodic reading
scores are shown in Table 1.
Table 1
Descriptive Statistics on Students’ WCPM and Prosodic Reading Levels
N Mean SD
WCPM 70 87.18 26.71
Prosodic Reading 70 8.97 2.99
5. Yıldız, M., Yıldırım, K., Ateş, S., Çetinkaya, Ç. (2008). An evaluation of the oral reading fluency of 4th
graders with respect to prosodic characteristic. International Journal of Human Sciences [Online]. 6:1.
Available: http://www.insanbilimleri.com
357
Table 1 shows that students’ mean WCPM was 87.18 with the standard deviation of
26.71 (M = 87.18, SD = 26.71), while their mean prosodic reading score was 8.97 with the
standard deviation of 2.99 (M = 6.81, SD = 3.16). Table 2 presents the levels of students with
respect to their prosodic reading skills.
Table 2
Percentages and Frequency Distributions of Students’ Prosodic Reading Levels
F %
Concern 28 40.0
Good Progress 42 60.0
Total 70 100.0
Table 2 shows that 28 students (40.0%) had problematic prosodic reading level and 42
(60.0%) had good progress. The relationship between students’ prosodic reading skills and
their WCPM was determined by using the Pearson Correlation Coefficient statistical
technique. Results are given in Table 3.
Table 3
The Relationship between WCPM and Prosodic Reading Skills
WCPM Prosodic Reading
Reading
Prosody
Pearson Correlation 1 ,741(**)
Sig. (2-tailed) ,000
N 70 70
WCPM Pearson Correlation ,741(**) 1
Sig. (2-tailed) ,000
N 70 70
** Correlation is significant at the 0.01 level (2-tailed).
Table 3 shows a positive and meaningful relationship between students WCPM and
prosodic reading skills (r = .74, p<.01). According to this, as students’ prosodic reading skills
increase, so does their WCPM.
Discussion
Several researchers have previously studied Turkish primary school pupils’ WCPM.
Tazebay (1995) studied the WCPM of third and fourth graders and concluded that it was
80.65 words; Erden et al. (2002) studied fourth graders and found 97.07 words; Akyol and
Temur (2006) stated that third graders read informative passages with 74.13 words and
6. Yıldız, M., Yıldırım, K., Ateş, S., Çetinkaya, Ç. (2008). An evaluation of the oral reading fluency of 4th
graders with respect to prosodic characteristic. International Journal of Human Sciences [Online]. 6:1.
Available: http://www.insanbilimleri.com
358
narrative passages with 77.2 words, Ateş and Yıldız (2007) studied third graders and
concluded that they read 75.38 words. The norm WCPM for fourth graders in the fall
semester was reported to be between 70 and 110 (Hasbrouck and Tindal, 1992). The mean
WCPM of the fourth graders’ in the present study was 87.18, thus placing them within the
norms reached by previous studies.
The mean prosodic reading skills score of the participants of this study was 8.97 out of a
total of 16 points. As 28 students (40%) scored below 8 on the Multidimensional Fluency
Scale, their prosodic reading was decided to be problematic. These results suggest that
students are not as successful at prosodic reading as they are in speed reading. In other
words, while the participants met the national and international standards with respect to
speed reading, this was not the case for prosody.
The absence of similar studies assessing students’ prosodic reading skills limits the
discussion to be made here. However, certain studies have examined prosodic characteristics
under different names. While Ateş and Yıldız (2007) examined several characteristics
covered by prosody such as a lack of intonation, stress and punctuation under the name
negative reading habits, Sidekli et al. (2007) studied these under the name oral reading
errors. Both studies showed that these characteristics were the most commonly recurring
errors, thus suggesting that students’ prosodic reading was inadequate.
The common error of not paying attention to stress, intonation and punctuation may be
explained with the fact that teachers focus solely on teaching reading skills during the early
first stage of primary education, and do not spare much time on developing fluent reading
skills. Teachers may thus be emphasizing being able to read at the expense of reading
according to rules (Ateş & Yıldız, 2007). However, these skills are so important that they
cannot be preferred over one another. The results of this study shows that students with
progressing prosodic reading skills also have increased reading speed. Teachers should
therefore spend more time on teaching prosodic reading skills if they wish to improve their
reading speed and comprehension levels.
7. Yıldız, M., Yıldırım, K., Ateş, S., Çetinkaya, Ç. (2008). An evaluation of the oral reading fluency of 4th
graders with respect to prosodic characteristic. International Journal of Human Sciences [Online]. 6:1.
Available: http://www.insanbilimleri.com
359
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