Increasing Reading Fluency through Student-Directed Repeated Reading and Feedback

Huang, Leesa V.; Nelson, R. Brett; Nelson, Diana F.

doi:10.1007/bf03340940

Cited by 9 publications

(6 citation statements)

References 16 publications

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“…Okumanın Alt Bileşenleri (Huang et al 2008 Harris ve Hodges (1981: 120), "(1) yazıda veya konuşmada fikirlerin yazılı veya sözlü olarak bir çırpıda açık bir biçimde ifade edilmesi; (2) sesli okuma sırasında fikirlerin ifadesini engelleyebilecek kelime tanıma sorunları olmaksızın okumak/ konuşmak; (3) kolayca, sıkıntı çekmeksizin konuşma, okuma veya gösteri yapma yeteneği; (4) sınırlı bir zamanda sözcükleri ya da daha büyük dil birimlerini üretme yeteneği" olarak tanımlamaktadırlar. Rasinski, Yıldırım ve Nageldinger'e (2011: 255) göre akıcılık, metindeki kelimeleri doğru biçimde ve otomatik okumadan daha fazlasıdır, akıcılık aynı zamanda metinlerdeki kelimeleri metnin anlamını yansıtan ve güçlendiren bir ifadeyle okumaktır.…”

Section: Tablo1unclassified

“…In other words, accuracy is number of words obtained after taking away accuracy from total numbers of words read in three minutes. Although Paige et al (2015) measure fluent reading skill with three-minute reading period, remarkable number of studies have been conducted by one minute reading (Akyol et al 2014;Atkins, 2013;Başaran, 2013;Baştuğ & Keskin, 2012;Bilge, 2015;Hofstadter-Duke & Daly, 2011;Huang, Nelson & Nelson, 2008;Hunley, Davies & Miller, 2013;Kaya & Doğan, 2016;Rasinski, Padak, McKeon, Wilfong, Friedauer & Heim, 2005;Yıldız, Yıldırım, Ateş & Çetinkaya, 2009). …”

Section: Introductionmentioning

confidence: 99%

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A research on fluent reading skills of secondary school students

Türkyılmaz

2017

Pegegog

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The study aims to determine the relationship of reading fluency skills of secondary school students and level of using social media sites, reading attitudes and reading self-competence perceptions, and whether fluent reading skills of students vary depending on text genres. In this context, texts of different genres were read to 112 secondary school students. Oral readings of each text by students were recorded. These records were resolved by the researcher. Incorrectly read and skipped words were identified, and it was determined how many words were read without error in three minutes. In addition, each student marked for Reading Attitude Scale, Reading Self-Competence Perception Scale, and Facebook Addiction Scale. As a result of the study, it was determined that all of text genres were read different pacing. Moreover, a significant and positive relationship is observed between text-reading speeds. A positive relationship is observed between perceptions of students relating to their competence as readers and reading speed and attitude. It can be said that individuals with increased Facebook addiction level have decreased self-competence perceptions relating to reading. In other words, it may be said that reading competences of participants are affected negatively as addiction to Facebook social media sites increases.

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Section: Tablo1unclassified

Section: Introductionmentioning

confidence: 99%

A research on fluent reading skills of secondary school students

Türkyılmaz

2017

Pegegog

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“…Tilbakemeldinger på elevenes avkoding kan også forbedre elevenes leseflyt Huang, Nelson & Nelson, 2008), og Eckert, Dunn & Ardoin (2006) finner at tilbakemeldinger på feilene elevene gjør, gir bedre flyt enn tilbakemeldinger på det som er riktig. Når det gjelder sammenhengen mellom tilbakemeldinger og ordforråd, viser forskning at korrigerende tilbakemeldinger har bedre påvirkning på ordforrådet enn ingen tilbakemelding (Metcalfe, Kornell & Finn, 2009).…”

Section: Laereres Tilbakemeldinger Når Elever Leserunclassified

Stillelesing i norskfaget – pustepause for læreren eller veiledningsøkt i lesing?

Svanes

2016

ADNO

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Denne studien undersøker hva fire lærere på barnetrinnet gjør når elevene leser stille. Stillelesing er en vanlig aktivitet i norske klasserom, men kunnskapen om hva læreren gjør i denne tiden og hvordan hun veileder faglig, er begrenset. Studien ønsker å bidra til økt viten om dette. For å belyse lærerens rolle under stillelesing, kombinerer studien forskning på stillelesing fra amerikanske klasserom med forskning på læreres tilbakemeldinger når elevene leser. De fire lærerne arbeider på 3. trinn. De er observert i en uke hver, og materialet består av videoopptak fra stillelesingsstundene i den uka lærerne er observert. Videoopptakene analyseres i lys av de fem grunnpilarene for leseopplæring (National reading panel, 2000): fonologisk bevissthet, avkoding, ordforråd, flyt og leseforståelse. Studien viser at lærerne bruker tiden under stillelesing svært forskjellig. To av lærerne bruker det aller meste av tiden på å høre på elevene lese og veilede dem faglig. De to andre lærerne bruker den største delen av tiden på organisering eller annet forefallende arbeid der de ikke kommuniserer med elever, for eksempel å rydde i klasserommet. Gjennom næranalyser av lærernes faglige veiledning finner studien at lærerne veileder i alle de relevante grunnpilarene for leseopplæring, men i ulik grad. Lærerne varierer også i hva slags type tilbakemeldinger de gir, og de bruker både ‘endelige’ tilbakemeldinger og ‘støttende’ tilbakemeldinger. Lærerne varierer veiledningen i større grad enn tidligere klasseromsstudier tilsier. Det kan imidlertid se ut som at lærere ville tjene på en bevisstgjøring rundt stillelesing som undervisningstid, og om ulike typer tilbakemeldinger.Nøkkelord: stillelesing, muntlige tilbakemeldinger, leseopplæring, barnetrinnet, norskfagetAbstractThis study explores what four teachers in primary school do when the pupils read silently. Silent reading (independent reading) is a common activity in Norwegian classrooms, but the knowledge about what the teacher does during this time and how she provides instructional support, is limited. This study aims to increase knowledge about this. To illuminate the teacher’s role during silent reading, the study combines research on silent reading with research on teachers’ feedback during oral reading. The four teachers are observed one week each, and the material consists of video recordings from the silent reading periods. The recordings are analyzed in light of the five pillars of reading instruction (National reading panel 2000): phonemic awareness, phonics, fluency, vocabulary and text comprehension. The study shows that the teachers spend the time during silent reading very differently. Two of them mostly spend the time on listening to the pupils read and on instructional support. The other two spend most time on organizing, or for instance tidying. Through close analyses of the teachers’ instructional support, the study finds that the teachers support the pupils in all the relevant pillars of reading instruction, but to a different degree. The teachers also vary in what kind of feedback they provide, using both ‘terminal’ and ‘sustaining’ feedback. The teachers vary their instructional support more than previous classroom studies have indicated. It looks, however, as if the teachers could profit on increased awareness about silent reading as teaching and about different kinds of feedback.Keywords: silent reading, oral feedback, reading instruction, primary school, Language arts

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“…It is an established fact that reading skill has a paramount importance in English as a foreign language context where students have limited access to learn the language. Huang et al, (2008) and Lien(2011), stated that reading plays important role in determining academic success or failure of learners at different levels. Reading can enhance not only language proficiency but also other content related learning, and it helps to gain understanding of the world, enabling the students to think about and react to what they read; it is because knowledge is highly dependent on how much a person reads.…”

Section: Introductionmentioning

confidence: 99%

The Practice of Teaching Reading Comprehension in Secondary Schools: A Case of Debre Markos Administrative Town. May, 2019

2020

JLLL

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This study aimed to assess practices of teachers in teaching reading comprehension in secondary schools of Debre Markos administrative town. For this, descriptive survey design and both quantitative and qualitative data analyses approaches were employed. The samples were 254 students and 33 teachers selected using systematic random sampling. Questionnaire, interview, classroom observation and documents were data collection tools. Both descriptive (mean, SD, frequency and percentage) and inferential statistics (one sample-test) were used to analyze the quantitative data and thematic narration for qualitative. The one sample t-test value for pre-reading phase obtained from teachers (M=3.01), which is almost equal to expected mean t-value (t=0.36, df=32, p>0.05) and from students (M=2.21) is significantly lower than expected mean value (t=103.27, df=253, p<0.05). This indicates that the implementation of pre-reading activities was not as expected. The while reading phase mean scores obtained from teachers (M=2.73), (t=-7.93, df=32, p<0.05) and students (M= 2.27) are lower than the expected mean value (t=103.27, df=253, p<0.05) indicates that the implementation of while-reading activities was not as expected. Similarly, for post reading phase, the mean score obtained from teachers (M=2.82), (t=-3.76, df=32, p<0.05)and from students (M= 2.16) both found lower than the expected value (t=78.34, df=253, p<0.05) implies that the implementation of post-reading activities was not as expected. The one-sample test score for the application of teaching strategies obtained from teachers (M=3.67) is significantly greater than the expected mean t-value (t=13.83, df=32, p<0.05). But the mean value (M=2.50) obtained from students is significantly lower than expected mean t-value (t=91.54, df=253, p<0.05). This indicates that teachers and students react differently. Moreover, student, teachers, subject content and context related factors were found affecting teachers teaching practice significantly with some differences in between teachers and students. The qualitative data also showed that the three phases of reading comprehension were not practiced to the expected level. In addition teachers, students, the context were causal factors that hamper the practice dominantly. Thus, it is possible to recommend that trainings should be organized starting from school level to the MoE in order to improve teachers teaching capacity and to overcome the problems identified.

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Increasing Reading Fluency through Student-Directed Repeated Reading and Feedback

Cited by 9 publications

References 16 publications

A research on fluent reading skills of secondary school students

A research on fluent reading skills of secondary school students

Stillelesing i norskfaget – pustepause for læreren eller veiledningsøkt i lesing?

The Practice of Teaching Reading Comprehension in Secondary Schools: A Case of Debre Markos Administrative Town. May, 2019

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