Download or read book Effects of Automaticity Training Strategies on Word Recognition Reading Speed and Comprehension written by Mary E. Strother and published by . This book was released on 1984 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
Download or read book THE EFFECT OF EXTENSIVE READING TIMED READING AND WORD RECOGNITION TRAINING ON READING written by Michael Holsworth and published by . This book was released on 2020 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: Word recognition skill is fundamental for readers to successfully process any given text. Proficiency in the component skills of word recognition, orthographic, phonological, and semantic knowledge, is what readers need to accurately and automatically decode words to apply meaning to what they have read. For second language readers, the challenge of reading is often hindered by a lack of word recognition skills and therefore, they often suffer from low reading rates and consequently poor reading comprehension. This study was a quasi-experimental longitudinal inquiry into the effects of extensive reading, word recognition training, and timed reading on second language reading comprehension. Through word recognition tasks focused on orthographic, phonological, and semantic knowledge development, the aim of this study was to (a) better understand the effects of orthographic, phonological, and semantic skill training on word recognition skills, (b) better understand the effects of word recognition training on reading rate and reading comprehension, (c) understand the effects of long-term word recognition training on reading comprehension, (d) investigate if changes in word recognition components correlate with changes in reading comprehension, and (e) better understand reasons for expected and unexpected outcomes of participants in the study. A total of 248 participants took part in the study. The participants were a combination of first- and second-year economics majors from a private university in western Japan. They were from ten intact classes that were randomly assigned to one of four groups. The first group acted as a comparison group and focused on intensive reading training. The second group did extensive reading and included sustained silent reading. The third group did extensive reading and received word recognition training. The fourth group did extensive reading, word recognition training and timed reading training. All participants took a reading course as part of the required English program that lasted for two 15-week academic terms. The first 30 minutes of each class were used for each group's respective training, and the remaining 60 minutes were used to teach general reading strategies. Quantitative data were gathered using a variety of instruments that included a lexical decision test, an antonym pairs test, a pronunciation test, a reading comprehension test, and a reading rate test. Additional qualitative data were gathered via selected participant interviews and a post-study survey. The results showed that the participants who received word recognition training in conjunction with extensive reading, produced positive changes in reading comprehension. However, only two of the components of word recognition ability improved with training, semantic knowledge and phonological knowledge. This indicated that more focus on specific components of word recognition might provide better scaffolding to foster reading development. The results also indicated that the three treatment groups all performed significantly better than the comparison group in reading rate gain and those improvements were reflected in reading comprehension gains. With respect to word recognition and its impact on reading comprehension, there was evidence showing that word recognition training did positively impact reading comprehension, but that more time might be required than used in this study to see its full impact. Finally, there were data to indicate that there was a correlation between semantic knowledge and reading comprehension. This study shows that although extensive reading is an effective approach to teaching L2 English reading, the addition of word recognition training and timed reading can benefit readers by improving reading comprehension. The addition of word recognition training can assist lower-proficiency readers to automatize low-level cognitive processes such as orthographic, semantic, and phonological processes, and by doing so, reallocate cognitive resources to higher-level cognitive processes such as inferencing and schemata activation required for reading comprehension. Finally, the addition of timed reading seems to have contributed to overall reading rate and reading fluency development.
Download or read book A Comparison of Computer based Remedial Reading Programs written by Jeremiah James Ring and published by . This book was released on 1996 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Beginning to Read written by Marilyn Jager Adams and published by MIT Press. This book was released on 1994-02-03 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beginning to Read reconciles the debate that has divided theorists for decades over what is the "right" way to help children learn to read. Beginning to Read reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction. A Bradford Book
Download or read book Stages of Reading Development written by Jeanne Sternlicht Chall and published by . This book was released on 1983 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Fluent Reader written by Timothy V. Rasinski and published by Scholastic Inc.. This book was released on 2003 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduces oral reading teaching methods for developing word recognition and comprehension in students.
Download or read book Indicators of Automaticity in Word Recognition written by Yi-Fen Su and published by . This book was released on 1997 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Put Reading First the Research Building Blocks for Teaching Children to Read written by Bonnie B. Armbruster and published by DIANE Publishing. This book was released on 2010-11 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1992-11 with total page 572 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book The Effects of Training in Automatic Word Recognition on the Reading Comprehension of Second Grade Readers written by Karen Sue Dixon and published by . This book was released on 1988 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1986 with total page 1104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1984 with total page 574 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Word Recognition in Beginning Literacy written by Jamie L. Metsala and published by Routledge. This book was released on 2013-06-17 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2008-04-15 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Download or read book Cognitive Bases of Second Language Fluency written by Norman Segalowitz and published by Routledge. This book was released on 2010-08-09 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: Winner of the 2011 Kenneth W. Mildenberger Prize Exploring fluency from multiple vantage points that together constitute a cognitive science perspective, this book examines research in second language acquisition and bilingualism that points to promising avenues for understanding and promoting second language fluency. Cognitive Bases of Second Language Fluency covers essential topics such as units of analysis for measuring fluency, the relation of second language fluency to general cognitive fluidity, social and motivational contributors to fluency, and neural correlates of fluency. The author provides clear and accessible summaries of foundational empirical work on speech production, automaticity, lexical access, and other issues of relevance to second language acquisition theory. Cognitive Bases of Second Language Fluency is a valuable reference for scholars in SLA, cognitive psychology, and language teaching, and it can also serve as an ideal textbook for advanced courses in these fields.
Download or read book Reading Acquisition written by Philip B. Gough and published by Routledge. This book was released on 2017-11-27 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
