Story retell: A fluency-based indicator of reading comprehension.

Roberts, Gregory J; Good, R. H.; Corcoran, Stephanie

doi:10.1521/scpq.2005.20.3.304

Cited by 70 publications

(60 citation statements)

References 29 publications

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“…Retelling has commonly been studied and used as a valid assessment tool for measuring comprehension of stories that students read or stories that were read to them (Gillman & Carlile, 1997;Isbell, Sobol, Lindauer, & Lowrance, 2004;Luetke-Stahlman, Griffiths, & Montgomery, 1998;Mandler & Johnson, 1977;Roberts, Good, & Corcoran, 2005;Robertson, Dow, & Hainzinger, 2006;Stein & Glenn, 1979;Sudweeks, Glissmeyer, Morrison, Wilcox, & Tanner, 2004;Thorndyke, 1977). Some researchers, however, have explored the use of retelling as a learning strategy for comprehending text.…”

Section: Retellingmentioning

confidence: 99%

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

Schisler

Joseph

Konrad

et al. 2009

Psychology in the Schools

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The purpose of this study was to compare the instructional effectiveness and efficiency of oral retelling, written retelling, and passage review comprehension strategies on third-grade students' accuracy and rate of answering reading comprehension questions. A modified alternating treatment design was used to compare the effects of oral retelling, written retelling, and passage review strategies. Each strategy occurred within the context of repeated readings with phrase drill error correction. This study extended previous research findings by examining the effects of oral and written retelling as strategies for improving both literal and inferential comprehension and by investigating the efficiency of retelling procedures. Findings revealed that students' accuracy in answering reading comprehension performance was better under both retelling conditions than the passage review condition. The oral retelling coupled with repeated readings and phrase drill error correction was the most efficient instructional method for answering comprehension questions correctly. C 2009 Wiley Periodicals, Inc.

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Section: Retellingmentioning

confidence: 99%

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

Schisler

Joseph

Konrad

et al. 2009

Psychology in the Schools

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“…Because most of the teaching in EFL classrooms still emphasizes teacher-centered, teacher directed instruction in order to get good grades in English, and to this end, teachers might bring the competition into the classroom (as cited in Mohammadi & Davarbina, 2015). Such a traditional instructional approach causes competitive learning and individual performance in the classroom teaching (Robert & Slavin, 2005). To reduce teacher-centered reading instruction, this study aimed to investigate the impacts of flipped classroom-a student-centered classroom-on improving Iranian EFL learners' reading comprehension (Mohammadi & Davarbina, 2015) II.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Implementing Flipped Classrooms on Iranian Junior High School Students' Reading Comprehension

Hashemifardnia¹,

Namaziandost²,

Shafiee³

2018

TPLS

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Abstract-This study investigated the effect of implementing flipped classrooms on Iranian junior high school students' reading comprehension. To this end, 50 Iranian pre-intermediate students were chosen and randomly assigned into two equal groups; one experimental group (flipped classroom) and one control group (traditional classroom). After that, both groups were pretested through a reading comprehension test. Then, the researchers put the respondents of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector. The students were required to read each text before coming the class and discuss it with their classmates. On the other hand, the control group was taught in the traditional classroom. Before teaching each text, the researchers provided background knowledge for the control group and after teaching each text, the students were required to answer some questions related to the text. The whole treatment lasted 8 sessions of 50 minutes. In the last session, the post-test of reading comprehension was administered. The results of paired and independent samples t-tests indicated that there was a significant difference between the post-tests of the experimental and the control groups. The findings revealed that the experimental group significantly outperformed the control group (p < .05) on the post-test.

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“…Oral reading fluency is not only an important indicator of reading skill in itself (Hudson et al, 2008;Fuchs et al, 2001), for students in early elementary grades it is also strongly correlated (r around 0.7) with reading comprehension (Roberts et al, 2005;Good et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

Continuous fluency tracking and the challenges of varying text complexity

Klebanov

Loukina

Sabatini

et al. 2017

Proceedings of the 12th Workshop on Innovative Use of NLP for Building Educational Applications

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This paper is a preliminary report on using text complexity measurement in the service of a new educational application. We describe a reading intervention where a child takes turns reading a book aloud with a virtual reading partner. Our ultimate goal is to provide meaningful feedback to the parent or the teacher by continuously tracking the child's improvement in reading fluency. We show that this would not be a simple endeavor, due to an intricate relationship between text complexity from the point of view of comprehension and reading rate.

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Story retell: A fluency-based indicator of reading comprehension.

Cited by 70 publications

References 29 publications

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

The Effect of Implementing Flipped Classrooms on Iranian Junior High School Students' Reading Comprehension

Continuous fluency tracking and the challenges of varying text complexity

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