Fluency and Comprehension Gains as a Result of Repeated Reading

Therrien, William J.

doi:10.1177/07419325040250040801

Cited by 456 publications

(507 citation statements)

References 54 publications

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“…Copious studies already exist in support of extensive reading (Krashion, 2004;Pikulski & Chard, 2005;Silva, 2009;Therrien, 2004). By extensive reading, it is meant that students read for a significant amount of time.…”

Section: Extensive Readingmentioning

confidence: 99%

Using Authentic Materials for Extensive Reading to Promote English Proficiency

Guo¹

2012

ELT

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Current literature points to the importance and benefits of extensive reading. Extensive reading provides contextualized clues for better reading comprehension (Krashen, 1982), and substantial linguistic input (Bell, 1998) needed for language development. Several studies have found a correlation between extensive reading and specific linguistic skills including breadth of reading choices, improved writing skills, ease in oral communication, and improvement in other aspects of language. Literature already incorporates much simplified reading material that would encourage even beginners to engage in extensive reading; however, there has been insufficient research to explore the effects of extensive reading that utilizes authentic materials. Krashen (2011) specifies a crucial need for continuous research in this area in support of the inclusion of extensive reading in the EFL curriculum. Thus, this researcher attempted to add to the literature by investigating the impact of authentic materials as the main source of extensive reading. This quantitative study employed a pre-and post-test design using a simulated English proficiency test and an attitudinal survey. Other data such as course exams and students' class participation records were also included to increase validity. This study intended to discover the effects of extensive reading using online materials on students' language proficiency, and students' attitudes toward the extensive reading activity. The study results indicated a strong relationship between extensive reading and vocabulary development. Students thought that extensive reading also enhanced their overall English ability and knowledge.

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Section: Extensive Readingmentioning

confidence: 99%

Using Authentic Materials for Extensive Reading to Promote English Proficiency

Guo¹

2012

ELT

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“…Meaning focused instruction is designed to teach children how to extract and construct meaning from text (Snow, 2001). This includes explicit instruction in comprehension strategies (e.g., Palincsar & Brown, 1984), discussion, reading aloud, peer reading (D. Fuchs & Fuchs, 2005), independent or repeated reading (Therrien, 2004), and so on.…”

Section: Multiple Dimensions Of Instructionmentioning

confidence: 99%

A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth

Connor

Morrison

Underwood

2007

Scientific Studies of Reading

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This study examines the relation of language arts instruction to students' letter-word reading skill growth from the beginning of 1st grade to the end of 2nd grade using cross-classified random effects models. Amounts of teacher-managed, code-focused instruction in 1st and 2nd grade each uniquely predicted students' letter-word reading skill growth; plus, there were child-by-instruction interactions. Students with weaker fall 1st grade letter-word reading scores demonstrated stronger letter-word reading at the end of 2nd grade when they spent more time in 1st-and 2nd-grade teacher-managed, code-focused instruction. Students with stronger initial reading skills demonstrated higher 2nd-grade reading scores when they spent less time in 1st grade but more time in 2nd-grade teacher-managed, code-focused instruction. Students who participated in optimally effective 1st-grade and 2nd-grade classroom instruction demonstrated greater letter-word reading growth from the beginning of 1st grade to the end of 2nd grade than did students who participated in less effective instruction in either 1st or 2nd grade, or both. Still, for children who entered 1st grade with weaker reading skills, results indicate that

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“…Reading fluency has long been neglected in interventions, most likely because of the stress on reading accuracy that has been at the center of intervention studies . However, as knowledge of the differences between languages in the manifestation of reading disabilities has accumulated, and the dysfluency of reading has been acknowledged as a universal characteristic of dyslexia across languages (Ziegler, Perry, Ma-Wyatt, Ladner, & Schulte-Körne, 2003) and as the main characteristic of RD in transparent orthographies (e.g., Protopapas & Skaloumbakas, 2007;Serrano & Defior, 2008;, research interest on reading fluency and its intervention has also increased.The reason why reading fluency is a crucial part of successful reading is that it is associated not only with reading comprehension (Berninger et al, 2010;Fuchs, Fuchs, Hosp, & Jenkins, 2001;Kim, Petscher, Schatschneider, & Foorman, 2010;Schwanenflugel et al, 2006;Therrien, 2004;Wise et al, 2010) but also with motivation towards reading . The connection between reading fluency and comprehension is explained by an automatization process, which is thought to free processing capacity from decoding to text understanding however, see Adlof, Perfetti, & Catts, 2011).…”

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confidence: 99%

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

Heikkilä

Aro

Närhi

et al. 2013

Scientific Studies of Reading

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This research evaluated the ability to retrieve and fluently name serially presented familiar items, known as rapid automatized naming (RAN), as an underlying skill in reading disability and its role in a reading fluency intervention. The specificity of RAN on reading was examined in two studies among children with learning difficulties. These two studies showed that RAN was most strongly related to reading disabilities (RD), and less clearly related to math or attention deficits. This was especially true when RD was defined as reading speed or fluency. The association between RAN and RD was also examined within the framework of the double-deficit hypothesis (DDH), in which RAN is assumed to contribute independently to RD along with phonological awareness. The results among children with learning difficulties supported the DDH in that RAN was not related to phonological awareness but had a unique connection with reading fluency and speed. Children with double-deficit performed poorer in reading and spelling skills compared to the groups with a single deficit or controls. The reading fluency intervention, conducted among children with poor reading skill, showed significant effects on the repeated recognition of sublexical units (syllables). Moreover, a wordlevel transfer effect, which was also the strongest syllable-level intervention effect, was found for infrequent syllables. Reading fluency gains were greatest for the children with the lowest pre-intervention reading skills. The results showed that although RAN was associated with initial reading speed, it did not have an effect on the intervention gains. These studies strengthen the role of RAN as an independent skill underlying reading disabilities in a transparent language (Finnish) where reading disabilities are most strongly manifested as dysfluent reading. While comorbid learning problems were common and should be acknowledged in the assessment and intervention of reading, the slow naming speed found here indicated deficits specific to reading fluency. Despite the persistent nature of naming and reading fluency deficits, reading fluency does not seem to be resistant to intervention even when accompanied with naming speed deficits.Keywords: rapid automatized naming, reading disabilities, reading fluency, reading speed, learning disability, comorbidity, reading intervention Tämän tutkimuksen keskiössä olivat lukemisen sujuvuus sekä nopea sarjallinen nimeäminen (rapid automatized naming, RAN), kyky hakea mielestä ja nimetä sujuvasti sarjallisessa muodossa esitettyjä tuttuja nimikkeitä. Tässä tutkimuksessa arvioitiin erityisesti RAN:n roolia lukemisvaikeuksien taustataitona sekä sen yhteyttä lukemisen sujuvuuden kuntouttamiseen. RAN:n spesifiä yhteyttä lukemiseen tutkittiin kahdessa osatutkimuksessa, joiden kohderyhmänä olivat kouluikäiset oppimisvaikeuksiset lapset. Tulokset osoittivat, että RAN oli matematiikan ja tarkkavuuden ongelmia vahvemmin yhteydessä lukemisvaikeuksiin, erityisesti kun lukemisvaikeus oli määritelty lukemisen nopeuden tai suj...

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Fluency and Comprehension Gains as a Result of Repeated Reading

Cited by 456 publications

References 54 publications

Using Authentic Materials for Extensive Reading to Promote English Proficiency

Using Authentic Materials for Extensive Reading to Promote English Proficiency

A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

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