Fluency and comprehension of narrative texts in Turkish students in grades 4 through 8

Yıldırım, Kasım; Rasinski, Timothy V.; Kaya, Dudu

doi:10.1080/03004279.2018.1449880

Cited by 11 publications

(5 citation statements)

References 33 publications

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“…e data suggest that word recognition activities and fluency training improved the reading comprehension of Iranian EFL students. is is consistent with a significant body of research that has found that word recognition and fluency training improve reading comprehension (e.g., [9,54,58,68,74,84,89,90,[93][94][95][96][97][98]). However, Ribeiro et al (2016) had argued that reading fluency is the strongest predictor of reading comprehension, but this experiment provided evidence that fluency in reading is by no means a better practice than word recognition activities, at least at the preintermediate level of language proficiency.…”

Section: Discussionsupporting

confidence: 88%

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

Pallathadka

Xie

Alikulov

et al. 2022

Education Research International

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Reading fluently is the goal of many L2 learners. The purpose of this study was to see how word recognition and fluency-building activities affect Iranian EFL students’ reading comprehension. To do so, 93 subjects with preintermediate command of English were selected. Then, they were divided into two experimental groups and one control group, each with 31 participants. In an eight-session period, the first experimental group (word recognition group) received word and phrase recognition activities, the second treatment group (fluency group) was exposed to fluency-oriented activities, while the control group was only exposed to the Farsi translation of the assigned texts. Using a randomized pretest-posttest comparison group design, we attempted to see how reading comprehension changes in response to the treatment. Therefore, a one-way between-groups ANOVA was used to test the null hypothesis. The findings revealed that both experimental groups significantly outperformed the control group in the posttest. There was no significant difference between the two experimental groups, according to post-hoc analyses, hence the efficacy of the two implemented techniques. This study implies that material developers should include such activities in their textbooks to enhance text comprehension, especially at the preintermediate level of language proficiency. Additionally, teachers can employ these techniques in their classes with their learners at the preintermediate level.

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Section: Discussionsupporting

confidence: 88%

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

Pallathadka

Xie

Alikulov

et al. 2022

Education Research International

View full text Add to dashboard Cite

show abstract

“…Puis, en fin de primaire, ce lien semble s'inverser et les jeunes lecteurs ont apparemment de plus en plus tendance à s'appuyer sur la prosodie pour s'aider à comprendre, particulièrement quand ils abordent des textes complexes (Benjamin & Schwanenflugel, 2010). Ce lien prosodie-compréhension se renforce ensuite dans le secondaire (Yildirim, Rasinski & Kaya, 2018).…”

Section: Résuméunclassified

“…Nous pensons donc que cette échelle est un outil intéressant comme complément au nombre de mot lus correctement par minute. Par ailleurs, les compétences prosodiques sont d'autant plus pertinentes à évaluer qu'elles sont liées à la compréhension écrite et que ce lien s'accentue avec le développement des compétences en lecture (Benjamin & Schwanenflugel, 2010 ;Yildirim et al, 2018). Il est donc important de suivre l'acquisition de ces compétences.…”

Section: Résultatsunclassified

Échelle multi-dimensionnelle de fluence : nouvel outil d’évaluation de la fluence en lecture prenant en compte la prosodie, étalonné du CE1 à la 5 e

Godde¹,

Bosse²,

Bailly³

2021

L’Année Psychologique

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Children's reading fluency is usually assessed in classrooms using the instruction: ''read as fast as you can''. This instruction tends to perpetuate the confusion between fluency and speed. However, reading fast is not enough to be a good reader. Beyond speed, accuracy and automaticity, prosody, i.e. expressivity and phrasing, is a necessary skill to read fluently and understand the content. We present here an assessment tool for reading fluency that includes prosodic features, namely expressivity and phrasing. This tool is an adaptation of the MultiDimensionnal Fluency Scale (Rasinsky, 2004) for French. Three raters assessed the reading of two narrative texts by 295 children from grade 2 to 7. Their scores are presented as a standardization of this scale.Various analyses of the scores, inter-rater agreement, correlation with classical standardized reading rate test and acoustic parameters, indicate a good fidelity, sensitivity and validity of this reading assessment tool.

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“…[9,10,11]. Moreover, the link between prosodic reading and reading comprehension strengthens when the reader matures [12]. This put forward the value of interventions on reading prosody in the reading curriculum and literacy achievement [13].…”

Section: Introductionmentioning

confidence: 97%

Reading Prosody Development: Automatic Assessment for a Longitudinal Study

Godde¹,

Bailly²,

Bosse³

2019

8th ISCA Workshop on Speech and Language Technology in Education (SLaTE 2019)

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We discuss here the benefit of an automatic assessment technique, recently proposed for multidimensional scoring of children readings. The objective of this research is to monitor the development of reading prosody in a longitudinal study. We recorded 57 children in grade 2, then during their grade 3 while reading the same text. First year recordings were assessed subjectively and used to train the automatic tool. The second year recordings were also assessed both subjectively and automatically. We compare here the results given by the automatic vs. subjective assessment and have a look at the progress of the assessed reading skills of the children : expressivity, phrasing, smoothness and rate.

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Fluency and comprehension of narrative texts in Turkish students in grades 4 through 8

Cited by 11 publications

References 33 publications

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

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

Échelle multi-dimensionnelle de fluence : nouvel outil d’évaluation de la fluence en lecture prenant en compte la prosodie, étalonné du CE1 à la 5 e

Reading Prosody Development: Automatic Assessment for a Longitudinal Study

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