Word Recognition and Fluency Activities’ Effects on Reading Comprehension: An Iranian EFL Learners’ Experience

Pallathadka, Harikumar; Xie, Sen; Alikulov, Salokhiddin; Al-Qubbanchi, Hasnaa Sadruldeen; Alshahrani, Shadia Hamoud; Zeng, Yunting; Behbahani, Hossein Kargar

doi:10.1155/2022/4870251

Cited by 9 publications

(1 citation statement)

References 62 publications

(76 reference statements)

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“…Fluent readers would recognize words quickly and be able to gain meaning from the reading so that reading sounds natural. Reading fluency activities enhances reading comprehension (Pallathadka et al, 2022). The subject's lack of skills in comprehending the text was the predictor of the limited reading fluency activities.…”

Section: Discussionmentioning

confidence: 97%

The Effect of Parental Absence on Children’s Literacy Development: A Case Study of a Fourth-Grade Elementary School Student

Mulyani

2022

Vis. J. Lang. Foreign Lang. Learn.

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The research analyzed the parental role in the literacy development of a fourth-grade Midwestern elementary school student in the United States of America. The subject selection was based on the beginning of the year assessment, which showed an early second-grade literacy level. Data were collected through observation and in-depth interviews with the homeroom teacher, reading specialist, and the subject for one semester. The observation notes, and interview transcriptions were coded. The four emerging themes were the subject’s literacy level, parental background, the caregiver’s literacy belief and behavior, the home literacy environment, and the subject’s literacy interest. The analysis showed that parental absence affected the subject’s lack of motivation in facing academic challenges and literacy difficulties. Low motivation led to low academic achievements, including literacy. The caregiver, which was the grandfather, did not display his parental role in reinforcing the subject’s literacy. A home literacy-rich environment was not created. The caregiver did not expose the subject to literacy-related activities at home. Meaningful conversation on literacy activities and achievements was not made between the caregiver and the subject, which was suggested to be the factor that caused the subject’s difficulties in processing and delivering information. The limited parental support by the caregiver on the subject’s literacy activities and resources was analyzed to be the instrumental factor that caused the subject’s difficulties in reading and writing.

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Section: Discussionmentioning

confidence: 97%

The Effect of Parental Absence on Children’s Literacy Development: A Case Study of a Fourth-Grade Elementary School Student

Mulyani

2022

Vis. J. Lang. Foreign Lang. Learn.

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Overcoming Reading Difficulties with Reading Fluency Strategies in the Turkish Language: Evidence from a Transparent Orthography

Öksüz,

Yıldırım

2024

Reading Psychology

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The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity

Hammad Al-Rashidi,

Vadivel,

Ramadan Khalil

et al. 2023

Lang Test Asia

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This research was carried out to comparatively study the impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy of Afghan English as a foreign language learners. To accomplish this, 172 learners enrolled at a language institute, through an Oxford Quick Placement Test (OQPT), 120 lower-intermediate learners and 5 higher-intermediate learners were selected. These selected participants were assigned into four groups: portfolio group (N = 30), self-assessment group (N = 30), scaffolded peer assessment group (N = 35), and control group (N = 30). The five higher-intermediate learners were injected into the scaffolded peer assessment group to function as the mediators, hence more participants in the group. After selecting the participants, through a reading-span test developed by Shahnazari (2013), learners’ working memory (WM) span was determined. It was discovered that 16 subjects in the portfolio condition, 14 self-assessment learners, 18 participants in the peer assessment group, and 13 participants in the control condition had high WM, while the rest of the participants had low WM. Thereafter, through validated instructor-made tests, subjects’ reading comprehension, knowledge of targeted lexical items, and grammatical accuracy at baseline were determined. Then, a ten-session treatment began. After the treatment, a follow-up post-test was administered. The results of three two-way between-group MANOVA disclosed that all three experimental conditions outstripped the comparison group on the second occasion and that high WM learners outstripped low WM learners (with a large effect size on reading comprehension test (partial eta squared = .365), a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .095), a large effect size on vocabulary post-test (partial eta squared = .465), a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .083), a large effect size on grammar test (partial eta squared = .500), and a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .072)). The results further revealed that subjects in the scaffolded peer assessment group outstripped subjects in other experimental conditions, but the difference was non-significant. Additionally, the difference between the portfolio assessment and self-assessment group was not statistically significant. The implications of the study are reported.

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Word Recognition and Fluency Activities’ Effects on Reading Comprehension: An Iranian EFL Learners’ Experience

Cited by 9 publications

References 62 publications

The Effect of Parental Absence on Children’s Literacy Development: A Case Study of a Fourth-Grade Elementary School Student

The Effect of Parental Absence on Children’s Literacy Development: A Case Study of a Fourth-Grade Elementary School Student

Overcoming Reading Difficulties with Reading Fluency Strategies in the Turkish Language: Evidence from a Transparent Orthography

The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity

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