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.
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 Effects of a Computer assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners who are At risk for Reading Failure written by Mariah E. Barber and published by . This book was released on 2015 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results indicate that after 7-11 weeks of intervention, the participants had increased their ORF and comprehension of novel and practiced CR passages. The intervention was also effective for increasing ORF and comprehension scores for novel AIMSweb passages, but to a lesser extent than observed for CR passages. These finding extend the research supporting the usage of Repeated readings for first grade ELL students using computer-assisted instruction to supplement reading instruction. Limitations, directions for future research, and implications for practice are also offered.
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.
Download or read book Interventions for Reading Problems Second Edition written by Edward J. Daly and published by Guilford Publications. This book was released on 2015-01-20 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a large-size format with lay-flat binding for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment. *Additional graphing and data-analysis tools. *Coverage of new resources available through federal supports.
Download or read book The Megabook of Fluency written by Timothy V. Rasinski and published by Scholastic Professional. This book was released on 2018-04-18 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: All the latest research on fluency plus dozens of practical lessons and ready-to-use fluency-priming tools, including partner poems, word ladders, and more!
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 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.
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.
Download or read book Handbook of Reading Interventions written by Rollanda E. O'Connor and published by Guilford Press. This book was released on 2013-01-15 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprehensive, authoritative, and designed for practical utility, this handbook presents evidence-based approaches for helping struggling readers and those at risk for literacy difficulties or delays. Leading experts explain how current research on all aspects of literacy translates into innovative classroom practices. Chapters include clear descriptions of effective interventions for word recognition, spelling, fluency, vocabulary, comprehension, and writing, complete with concrete examples and teaching scripts. Coverage also encompasses preschool literacy instruction and interventions for older readers, English language learners, and students with learning disabilities, as well as peer-mediated and tutoring approaches.
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:
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)
Download or read book Repeated Reading written by Kelli J. Maloney and published by . This book was released on 2000 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this paper is to investigate repeated readings as an intervention for students with learning disabilities in the area of reading"--Leaf 4.
Download or read book Essentials of Assessing Preventing and Overcoming Reading Difficulties written by David A. Kilpatrick and published by John Wiley & Sons. This book was released on 2015-08-10 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information. Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings. Bridge the gap between research and practice Accurately assess the reason(s) why a student struggles in reading Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track.
Download or read book Developing Reading and Writing in Second language Learners written by Diane August and published by Taylor & Francis. This book was released on 2008 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
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.
Download or read book Repeated Reading What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2014 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Repeated reading" is an academic practice that aims to increase oral reading fluency. "Repeated reading" can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level. During "repeated reading," a student sits in a quiet location with a teacher and reads a passage aloud at least three times. Typically, the teacher selects a passage of about 50 to 200 words in length. If the student misreads a word or hesitates for longer than 5 seconds, the teacher reads the word aloud, and the student repeats the word correctly. If the student requests help with a word, the teacher reads the word aloud or provides the definition. The student rereads the passage until he or she achieves a satisfactory fluency level. The What Works Clearinghouse (WWC) identified two group design studies of "repeated reading" within the scope of the Students with Learning Disabilities topic area that meet WWC group design standards. Both studies meet WWC group design standards without reservations. Together, these studies included 78 students with learning disabilities from grades 5-12 in two different locations. The WWC considers the extent of evidence for "repeated reading" on students with learning disabilities to be small for four outcome domains--reading comprehension, alphabetics, reading fluency, and general reading achievement. There were no studies that meet standards in the five other domains covered by the WWC reading topic area, so this intervention report does not summarize the effectiveness of "repeated reading" for those domains. Appended are: (1) Research details for Ellis & Graves, 1990; (2) Research details for Wexler et al., 2010; (3) Group design outcome measures for each domain; (4) Group design findings included in the rating for the reading comprehension domain; (5) Group design findings included in the rating for the alphabetics domain; (6) Group design findings included in the rating for the reading fluency domain; (7) Group design findings included in the rating for the general reading achievement domain; (8) Group design follow-up test findings in the reading comprehension domain; (9) Group design posttest comparison of "repeated reading" and paraphrasing versus comparison in the reading comprehension domain; (10) Group design follow-up test comparison of "repeated reading" and paraphrasing versus comparison in the reading comprehension domain; and (11) Single-case design study that meets WWC pilot standards. A description of the WWC Rating Criteria and a Glossary of Terms are also included. [The two studies examined in this intervention report are: (1) Ellis, E. S., & Graves, A. W. (1990). "Teaching rural students with learning disabilities: A paraphrasing strategy to increase comprehension of main ideas." "Rural Special Education Quarterly," 10(2), 2-10; and (2) Wexler, J., Vaughn, S., Roberts, G., & Denton, C. (2010). "The efficacy of repeated reading and wide reading practice for high school students with severe reading disabilities." "Learning Disabilities Research & Practice," 25(1), 2-10.].
