Building Fluency Through the Phrased Text Lesson

Rasinski, Timothy V.; Yıldırım, Kasım; Nageldinger, James

doi:10.1002/trtr.01036

Cited by 21 publications

(20 citation statements)

References 18 publications

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“…'ye göre akıcılık genel olarak, sesli okurken birinin sesinde duyulabilen uygun ifadedir. Akıcılık, metindeki kelimeleri doğru ve hızlı okumanın yanında metnin anlamını yansıtan bir ifade ile okumaktır (Rasinski, Padak, McKeon, Wilfong, Friedauer, & Heim, 2005;Rasinski, Yıldırım, & Nageldinger, 2011). Akıcılık, metnin anlamını verecek biçimde nerede vurgu yapılacağını, nerede duraklanacağını bilmeyi gerektirir.…”

Section: Akıcı Okumaunclassified

Ortaokul Öğrencilerinin Okuma Becerileri Üzerine Bir İnceleme

Armut

Türkyılmaz

2018

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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In this study, it was aimed to investigate the relation between middle school students' fluent reading skills and their level of reader self-efficacy and attitude toward reading, using social media; to reveal whether level of fluent reading differentiate according to tex gender. 340 middle school students who were chosen through random sampling method from Yozgat city center participated in the research. The research was carried out with descriptive and relational screening model from quantitative designs. According to the results of the study, a positive and significant relation exists between fluent reading and participants' reader self-efficacacy perception level. In parallel with this, a positive relation was determined between attitude toward reading and fluent reading. It was observed that students who use social media read more fluently than the ones who do not use social media, and that the expository text was read less fluently than the other texts. It was seen that the narrative text was the more fluently read text. Reached results were compared with the related literature and discussed.

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Section: Akıcı Okumaunclassified

Ortaokul Öğrencilerinin Okuma Becerileri Üzerine Bir İnceleme

Armut

Türkyılmaz

2018

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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“…We chose to read the story ourselves to help the children understand the text more easily. It seems that emerging readers can engage with a text with demanding vocabulary and facts and learn to read more fluently if the story is read sympathetically by a more advanced reader (Pennac, ; Rasinski, Yildirim, & Nageldinger, ). In addition, a teacher reading aloud to children will inspire those children to read more by themselves (Julkunen, ).…”

Section: Implementing Literature‐based Follow‐up Storiesmentioning

confidence: 99%

“…Many studies have demonstrated that children develop better literacy skills when read‐alouds are followed by integrated activities (Molloy, ; Rasinski et al., ). In our study, literacy was fostered by supporting children's engagement and imagination in diverse ways.…”

Section: Closing Thoughtsmentioning

confidence: 99%

Enjoy and Interpret Picture Books in a Child‐Centered Way

Aerila¹,

Rönkkö²

2014

The Reading Teacher

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Literature supports children's literacy growth in many ways. It helps children extend their understanding and clarify different situations in their lives, recognize and deal with feelings, and be more empathetic. Hands‐on activities based on stories support children in giving shape to their thoughts. These creative activities not only empower the children but also help teachers understand children's interpretations of literature better and build further on themes for discussions of literature. This article describes an instructional approach with a series of activities (stories, drawing, crafts and discussions) integrated with picturebooks. The activating methods can be used in classrooms to revitalize literature discussions while engaging different senses of all learners. This article gives teachers ready‐made materials for use in early childhood education.

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“…The panel reviewed the scientific literature relevant to learning to read, having established explicit a priori criteria for what kinds of studies would be considered. Those criteria excluded studies that educators value: mainly, observational, quasi-ethnographic studies of individual schools, teachers, classrooms, and children that do not attempt to conform to basic principles of experimental design or data analysis (see, e.g., Barton & Hamilton, 1998; Rasinski et al, 2011). The report was therefore of little interest, to many educators except as evidence for a scientistic bias at odds with the educational establishment's core values (Krashen, 2001).…”

Section: What About How Reading Is Taught?mentioning

confidence: 99%

The Science of Reading and Its Educational Implications

Seidenberg

2013

Language Learning and Development

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Research in cognitive science and neuroscience has made enormous progress toward understanding skilled reading, the acquisition of reading skill, the brain bases of reading, the causes of developmental reading impairments and how such impairments can be treated. My question is: if the science is so good, why do so many people read so poorly? I mainly focus on the United States, which fares poorly on cross-national comparisons of literacy, with about 25-30% of the population exhibiting literacy skills that are low by standard metrics. I consider three possible contributing factors, all of which turn on issues concerning the relationships between written and spoken language. They are: the fact that English has a deep alphabetic orthography; how reading is taught; and the impact of linguistic variability as manifested in the Black-White “achievement gap”. I conclude that there are opportunities to increase literacy levels by making better use of what we have learned about reading and language, but also institutional obstacles and understudied issues for which more evidence is badly needed.

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Building Fluency Through the Phrased Text Lesson

Abstract: This Teaching Tip article explores the importance of phrasing while reading. It also presents an instructional intervention strategy for helping students develop greater proficiency in reading with phrases that reflect the meaning of the text.

Cited by 21 publications

References 18 publications

Ortaokul Öğrencilerinin Okuma Becerileri Üzerine Bir İnceleme

Ortaokul Öğrencilerinin Okuma Becerileri Üzerine Bir İnceleme

Enjoy and Interpret Picture Books in a Child‐Centered Way

The Science of Reading and Its Educational Implications

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