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These slides introduce the basic understanding of experiential functions of language. Besides, some examples of simple analysis of clauses based on their transitivity elements were presented.
Competence and Performance
Competence is the idealized conception of language, considered as opposite of performance that is special utterances of spoken language
Deep Structure and Surface Structure
Deep structure is an abstract syntactical representation of a sentence. On the other hand, the surface structure of a sentence is the final stage in the syntactical representation of a sentence
Do you remember a time when you were asked to make a presentation, say a few words in public, answer an interview question, or speak on a certain subject, and the right words wouldn’t flow?
Instead of a river of words, all you could manage was a mere trickle of nonsense? Or worse, you suffered through a drought of silence.
In this presentation, you will learn five ways to improve your verbal fluency, so that this won’t happen to you again.
“Verbal fluency” is the cognitive function in our brain that facilitates information retrieval from memory.
In simpler terms, verbal fluency is the ability to find the right words at the right time or in the right situation. And, it’s a great thing to have in abundance.
It’s similar to a car. The more horsepower a car has, the faster it can go from 0 to 60. The more verbally fluent you are, the faster your brain can find the right words to speak, and the more ability you have to be eloquent.
Simply put, verbal fluency is how much horsepower your brain has for verbal tasks.
Learn how to increase and improve your verbal fluency aka your brain's verbal horsepower, so that you can increase your potential to become more eloquent than ever!
Understanding Experiential Function of LanguageRusdi Noor Rosa
These slides introduce the basic understanding of experiential functions of language. Besides, some examples of simple analysis of clauses based on their transitivity elements were presented.
Competence and Performance
Competence is the idealized conception of language, considered as opposite of performance that is special utterances of spoken language
Deep Structure and Surface Structure
Deep structure is an abstract syntactical representation of a sentence. On the other hand, the surface structure of a sentence is the final stage in the syntactical representation of a sentence
Do you remember a time when you were asked to make a presentation, say a few words in public, answer an interview question, or speak on a certain subject, and the right words wouldn’t flow?
Instead of a river of words, all you could manage was a mere trickle of nonsense? Or worse, you suffered through a drought of silence.
In this presentation, you will learn five ways to improve your verbal fluency, so that this won’t happen to you again.
“Verbal fluency” is the cognitive function in our brain that facilitates information retrieval from memory.
In simpler terms, verbal fluency is the ability to find the right words at the right time or in the right situation. And, it’s a great thing to have in abundance.
It’s similar to a car. The more horsepower a car has, the faster it can go from 0 to 60. The more verbally fluent you are, the faster your brain can find the right words to speak, and the more ability you have to be eloquent.
Simply put, verbal fluency is how much horsepower your brain has for verbal tasks.
Learn how to increase and improve your verbal fluency aka your brain's verbal horsepower, so that you can increase your potential to become more eloquent than ever!
Building Reading and Writing Fluency the Chrome Way - TCEA 2016Diana Benner
Is your classroom a construction zone? If so, this session will equip you with the right tools to build strong literacy skills in your classroom. Learn how the Chrome web browser and Google Apps for Education can create limitless possibilities for your students in the areas of reading and writing. Preferred Device: Chromebook or Laptop with Chrome browser installed.
Inter rater agreement study on readability assessment in bengaliijnlc
An inter-rater agreement study is performed for readability assessment in Bengali. A 1-7 rating scale was
used to indicate different levels of readability. We obtained moderate to fair agreement among seven
independent annotators on 30 text passages written by four eminent Bengali authors. As a by product of
our study, we obtained a readability-annotated ground truth dataset in Bengali.
The Correlation of Reading Comprehension Ability of Persian and English Langu...inventionjournals
: The present study aimed to investigate the relation between Iranian EFL students’ reading comprehension abilities of Persian which is supposed as their mother language (L1) and English as a target language (TL). In this regard, 109 Iranian students of some private school with the proficiency levels of intermediate are constituted in the study. Two types of standardized reading comprehension tests in both Persian and English languages were distributed to the participants without having any treatment. The analysis was done based on the students’ scores in the tests and the results showed that there is no significant correlation between their Persian and English comprehension abilities.
A basis of Theoretical Methods of Reading Comprehension. It made the students analyze the Theories of reading.. This also helped me to my TEACHING READING Subject.
‘A PERSISTENT SOURCE OF DISQUIET’28: AN INVESTIGATION OF THE CULTURAL CAPITAL...ijejournal
This paper discusses the findings of a cultural content analysis conducted on the reading component of
twenty IELTS exams. A total of sixty reading passages were examined for cultural capital. The study found
that, on average, one reading test contained fourteen cultural references in terms of a variety of cultural
elements including cultural objects and historical settings. Geographically speaking, the readings referred
to 139 places or regions around the world with only five references pertaining to the Middle East and none
to the United Arab Emirates where this study was conducted.
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 Effect of Listening Activities on Students' Listening Comprehensionijtsrd
Listening skill competency is one of the challenges of all four English skills for EFL English as a Foreign Language learners. This study investigates the correlation and the influence between listening strategies and listening comprehension. The objective of the study is to find out whether pre listening, while listening and post listening activities are the most effective activities to students' listening comprehension. Thirty students in the University of Computer Studies, Mandalay in 2018 2019 academic years participated in this study. The research data was collected by using IELTS test. It was found that while listening activities for improving listening skill had a very positive impact on the students. Thiri Soe Win | Win Yu Yu Maung "The Effect of Listening Activities on Students' Listening Comprehension" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27902.pdfPaper URL: https://www.ijtsrd.com/other-scientific-research-area/other/27902/the-effect-of-listening-activities-on-students%E2%80%99-listening-comprehension/thiri-soe-win
6. vol 11 no 1 iwan fauzi_the effectiveness of skimming_77.92 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
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English as Second Language (ESL)
English as Foreign Language (EFL)
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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How to Make a Field invisible in Odoo 17Celine George
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. E D U C A T I O N A L S C I E N C E S : T H E O R Y & P R A C T I C E
2288
Fluent Reading
It is possible to meet many definition of reading
fluency in relevant literature. For example, Samuels
(2006) defined reading fluency as comprehending
the text when vocalizing. Vilger (2008) explained it as
the reading of the readers in an appropriate speed and
accurate manner with his/her natural voice. Allington
(2006) also described reading fluency as expressing the
meaninginthetextwithanappropriatevoicetonewith
prozody. Hasbrouck and Tindal (2006); Fuchs, Fuchs,
Hosp, and Jenkins (2009) added to this definitions
that fluency in reading is the indicator all other
components of reading including comprehension. In
this respect, not reading fluently may be defined as
makingmanyreadingmistakesreadingmonotonyand
with an unnatural voice, intermittent and very slowly
(Allington, 2006; Vilger, 2008).
It can be said that there is consensus about what
the necessary reading skills are for observing
fluent reading. These include accuracy (knowing
the word), reading speed (automaticity), and
prozody (Allington, 2006; Bashir & Hook, 2009;
Fuchs, Fuchs, Hamlett, Walz, & Germann, 1993;
Hasbrouck & Tindal, 2006; Hudson, Lane, &
Pullen, 2005; Klauda & Guthrie, 2008; Pikulski &
Chard, 2005; Rasinski, 1989, 2004; Vilger, 2008).
Aim of the Study
The main aim of the reading is to understand what
you read. The evaluation of reading comprehension
has vital importance for teaching reading skills
and developing it. In this study, the relationship
between fourth grade primary school students’
reading habits/conditions/situations and their
comprehension regarding what they read.
Method
In this study, on the basis of quantitative research
method a correlational survey was employed.
Population and Sample
The population of the study was composed of fourth-
grade students who were attending state primary
schools in the center of Kütahya in the 2012-2013
academic year. The sample of the study was 90 fourth-
grade students who were attending a state primary
school in the center of Kütahya. 52 (57.8%) female and
38 (42.2%) male students participated in the study.
Procedure
Used wrong analysis scale was adapted to Turkish by
Akyol (2008). The specialists criterions (Büyüköztürk,
2006; Karaca, 2006; Tekin, 1997; Yılmaz, 1998) has
beenconsideredforothertests’criterionandreliability
analysis. Finally, each student was asked to read a text
loudly titled “Chest” in an isolated environment where
the voices of the students were recorded using the
scores that experts gave to students according to scale
of Zutell and Rasinski, (1991). Voice recordings were
listened to by three field experts, who specialized in
reading fluency. They identified the students’ reading
speeds and their reading mistakes. The prozody
scores of the students was calculated. When there was
a difference between experts’ scoring, the record was
Table 1.
The Relationship between Prozody Skill and Reading Comprehension
Blank completing Multiple choice Deep understanding Short answer Prozody
Blank completing r 1
Multiple choice r .651** 1
Deep understanding r .283** .194 1
Short answer r .650** .580** .205 1
Prozody r .249* .096 .847** .107 1
*p>.05; ** p>.005
Table 2.
The Relationship between Reading Speed and Reading Comprehension
Blank completing Multiple choice Deep understanding Short answer Reading speed
Blank completing r 1
Multiple choice r .651** 1
Deep understanding r .283** .194 1
Short answer r .650** .580** .205 1
Reading speed r .197 .161 .398** -.010 1
*p>.05; ** p>.005
3. BAŞARAN / Reading Fluency as an Indicator of Reading Comprehension
2289
listened to again and it was tried to reach a consensus.
Theresultswereloadedintothecomputer.Correlation
and multiple regression analysis were carried out.
Results and Interpretation
In this section findings of research are interpreted
by giving tables.
As shown in Table, there was a statistically
significant positive relationship between blank
completing and needing deep understanding tests
[between the scores from blank completing test and
prozody r=249, p<.05 and between the score from
deep understanding and prozody r=847, p<.005].
The reading speed of students and the scores that they
got from tests are presented in Table 6. There was a
statistictically significant relationship between the
scores gotten deep understanding and reading speed
[the relationship between them r=.398 and p<.005].
When the Table 3 is examined, it is seen that there was
a statistically significant negative relationship among
the number of mistakes and the scores from blank
completing, multiple choice, and short answer tests
[between number of mistakes and the scores from
blank completing test r=-.555; between number of
mistakes and the scores from multiple choice test r=-
.791, and between number of mistakes and the scores
from short answer tests r=-.529 and p<.005].
As presented in Table 4, especially in-depth meaning
linking, was predicted by fluent reading skills more
accurately. 76% of the variance in in-depth meaning
linking was accounted by fluent reading skills. Prozody
wasbetterinthepredictionofin-depthmeaninglinking
comparedtootherskills.Also,itcanbesaidthataccurate
reading skills were more effective than speed of reading
for reading comprehension. Although the relationship
between reading speed and scores from short answer
test was not statistically significant, it was negative.
Discussion
It was found that the relationship between the speed of
reading and especially in-depth meaning linking was
Table 3.
The Relationship between the Number of Mistakes and the Reading Speed
Blank completing Multiple choice
Deep u
nderstanding
Short answer
The number of
mistakes
Blank completing r 1
Multiple choice r .651** 1
Deep understanding r .283** .194 1
Short answer r .650** .580** .205 1
The number of mistakes r -.555** -.791** -.146 -.529** 1
*p>.05; ** p>.005
Table 4.
The Prediction of Reading Comprehension by Fluent Reading Skills
Fluent Reading Skills B Standard Error β t Zero-order r Partial r
In-depth
Meaning
Linking
Constant 9.769 1.391 7.022**
Speed .059 .014 .218 4.117** .406 .212
Prozody .969 .065 .792 14.943** .850 .770
Accuracy .071 .040 .091 1.763 .187 .091
Multiple
choice
Constant 14.326 2.626 5.455**
Speed .063 .027 .153 2.301* .244 .149
Prozody .009 .123 .005 .072 .008 .005
Accuracy .916 .075 .790 12.21** .800 .788
Short
answer
Constant 16.210 2.394 6.770**
Speed -.009 .025 -.033 .356 -.039 -.033
Prozody .095 .110 .081 .865 .093 .079
Accuracy .390 .068 .524 5.713** .527 .523
Blank
completing
Constant 26.582 9.341 2.846**
Speed .162 .096 .147 1.680 .178 .143
Prozody .897 .435 .181 2.060* .217 .176
Accuracy 1.705 .270 .541 6.325** .563 .540
*p>.05; ** p>.005
4. E D U C A T I O N A L S C I E N C E S : T H E O R Y & P R A C T I C E
2290
low.However,theliteratureclearlyindicatesthatoneof
the specific characteristics for competency in reading
is reading the text at an appropriate speed (Adams,
1990; Jenkins & Jewell, 1993; Klauda & Guthrie, 2008;
Logan, 1997; Talada, 2007). One could speculate from
thisfindingthatitisnecessarytoreachareadingspeed
parallel to speaking speed; readers who reach this
speed cannot be thought as comprehending faster;
even speed reading may influence comprehension
negatively and students who read slowly may have
problem in comprehending.
A significant relationship was found between
prosody skill and generally comprehension, especially
in-depth meaning linking. Baştuğ (2012) also
determined that prosody was the most significant one
both on the comprehension and writing skills. It can
be said that prosody is the better predictor of reading
comprehension in all of the reading skills. Accurate
reading is especially has an effect on both memory
and recognizing skills. LaBerge and Samuels’s (1974)
ideas also confirm this finding.
According to the results of the study, fluent reading
can be used while measuring the students’ reading
comprehension, comparing their measurement
results or in diversifying the measures. This result
can also be interpreted that by helping students to
acquire fluent reading skills, you also help them to
develop skills regarding reading comprehension.
References/Kaynakça
Adams, M. J. (1990). Beginning to read: Thinking and
learning about print. Cambridge: MIT Press.
Akyol, H. (2008). Türkçe öğretim yöntemleri (2. bs.).
Ankara: Kök Yayıncılık.
Allington R. L. (2006). Fluency: Still waiting after all
these years. In S. J. Samuels & A. E. Farstrup (Eds.), What
research has to say about fluency instruction (pp. 94-105).
Newark: International Reading Association.
Aslanoğlu, A. E. (2007). PIRLS 2001 Türkiye verilerine
göre 4. sınıf öğrencilerinin okuduğunu anlama becerileriyle
ilişkili faktörler (Doktora tezi, Ankara Üniversitesi, Eğitim
Bilimleri Enstitüsü, Ankara). http://tez2.yok.gov.tr/
adresinden edinilmiştir.
Bashir, A. S., & Hook, P. E. (2009). Fluency: A key link
between word identification and comprehension. Language,
Speech, and Hearing Services in Schools, 40, 196-200.
Baştuğ, M. (2012). İlköğretim I. kademe öğrencilerinin akıcı
okuma becerilerinin çeşitli değişkenler açısından incelenmesi
(Doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü,
İlköğretim Ana Bilim Dalı, Sınıf Öğretmenliği Eğitimi Bilim
Dalı, Ankara). http://tez2.yok.gov.tr/ adresinden edinilmiştir.
Büyüköztürk, Ş. (2006). Veri analizi el kitabı. Ankara:
PegemA Yayıncılık.
Fuchs, L. S., Fuchs D., Hosp M. K., & Jenkins J. R. (2009).
Oral reading fluency as an indicator of reading competence:
A theoretical, empirical, and historical analysis. Scientific
Studies of Reading, 5(3), 239-256.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann,
G. (1993). Formative evaluation of academic progress:
How much growth should we expect? School Psychology
Review, 22, 27-48.
Hasbrouck, J., & Tindal G. A. (2006). Oral reading fluency
norms: A valuable assessment tool for reading teachers.
The Reading Teacher, 59(7), 636-644.
Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading
fluency assessment and instruction: What, why, and how?
The Reading Teacher, 58(8), 702-714.
Jenkins, J. R., & Jewell, M. (1993). Examining the validity
of two measures for formative teaching: Reading aloud and
maze. Exceptional Children, 59, 421-432.
Karaca, E. (2006). Öğretimde planlama ve değerlendirme.
Ankara: Nisan Kitabevi.
Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three
components of reading fluency to reading comprehension.
Journal of Educational Psychology, 100(2), 310-321.
LaBerge, D., & Samuels, S. (1974). Toward a theory of
automatic information processing in reading. Cognitive
Psychology, 6, 293-323.
Levande, D. (1993). Standardized reading tests: Concerns,
limitations and alternatives. Reading Improvement, 30(2),
125-127.
Logan, G. D. (1997). Automaticity and reading:
Perspectives from the instance theory of automatization.
Reading and Writing Quarterly, 13, 123-146.
Ozuru, Y., Rowe, M., O’Reilly, T., & McNamara, D. S.
(2008). Where’s the difficulty in standardized reading tests:
The passage or the question? Behavior Research Methods,
40(4), 1001-1015.
Pearson, P. D., & Valencia, S. W. (1988). Principles for
classroom comprehension assessment. Remedial & Special
Education, 9(1), 26-35.
Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge
between decoding and reading comprehension. Reading
Teacher, 58(6), 510-519.
Rasinski, T. V. (1989). Fluency for everyone: Incorporating
fluency instruction in the classroom. The Reading Teacher,
43, 690-693.
Rasinski, T. V. (2004). Assessing reading fluency. HI: Pacific
Resources for Education and Learning, Honolulu.
Razı,S.(2008).Okumabecerisiöğretimivedeğerlendirilmesi.
İstanbul: Kriter Yayınları.
Samuels, S. J. (2006). Toward a model of reading fluency.
In S. J. Samuels & A. E. Farstrup (Eds.), What research
has to say about fluency instruction (pp. 24- 46). Newark:
International Reading Association.
Talada, J. A. (2007). The relationship between oral reading
fluencyandcomprehension(Doctoraldissertation,TheFaculty
of the School of Education, Liberty University). Retrieved
from http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?
article=1039&context=doctoral&sei-redir=1&referer
Tekin, H. (1997). Eğitimde ölçme ve değerlendirme. Ankara:
Mars Matbaası.
Vilger, M. P. (2008). Reading fluency: A bridge from decoding
to comprehension research brief. Ottawa: Outoskills.
Yılmaz, H. (1998). Eğitimde ölçme ve değerlendirme (3. bs.).
Ankara: Mikro Yayınları.
Zutell J. V., & Rasinski, T. V. (1991). Training teachers to
attend to their students’ oral reading fluency. Theory Into
Practice, 30, 211-217.
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