Growth in Oral Reading Fluency of Spanish ELL Students With Learning Disabilities

Abstract

The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student’s home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even greater challenge. The process of repeated reading has been beneficial for many students with LD, yet there is little information regarding its effect on ELL students. This column discusses the use of a fluency-based reading intervention with elementary-level, Spanish-speaking ELL students with specific LD.

Oral Reading Fluency: Teaching and Assessment Strategies

“…In fact, at the age of 9, the cognitive and reading abilities should have developed, and therefore, students start focusing on understanding texts. However, the literature has supported all the previous strategies to address students' oral reading fluency not only in primary grades but also with upper grades [3,4,9,17,18,31,33,34,35,36]. It is worth mentioning that many of those studies also focused on improving the oral reading fluency of students' who had learning difficulties or special needs.…”

“…It is important to point out that the repeated reading is a ubiquitous strategy in the reading fluency field. For example, Rubin [17] investigated three Mexican American elementary students' development in oral reading fluency (ORF) of Spanish English Language Learners (ELL). The participants had learning difficulties in math and reading, but the author focused only on improving the students' oral reading fluency.…”

“…Those strategies were: model reading, rhyming poetry, assisted reading (watching a video and following the subtitles or listening to an audio file and following with their fingers), individual reading-aloud (one student read to the whole class or one group), paired reading (one high-level student with a below level student), and choral reading (one group of students or the whole class read the text together). These aforementioned strategies are presented in the literature as common techniques that improved students' reading fluency in different countries and at various teaching levels by Rasinski [3], Rasinski and Padak [4], Samuels [14], Rubin [17], Al-Kharusi [18], Berg and Lyke [20], Padak and Rasinski [31], Blevins [33], Meeks and Austin [34], Rasinski et al [35], and finally Wallot, Van Rooij and Hollis [36].…”

“…In response to this claim, DiSalle and Rasinski [6] and Hudson, Lane, and Pullen [53] argued that the selected assessment tool should be based on the teachers' goals and areas of focus. In fact, the latest research believed that the WCPM test is accurate and reliable in measuring fluency and comprehension [17,18].…”

How does gender impact the relationship between reading fluency and reading comprehension?<p>Akıcı okuma ve okuduğunu anlama arasındaki ilişkilerde cinsiyet nasıl bir rol oynamaktadır?

“…Hawkins, Marsicano, Schmitt, McCallum ve Musti-Rao (2015) ve Therrien (2004) tekrarlı okuma yönteminin, Kaşkaya (2016) beyin etkileme metodunun, Jefferson, Grant ve Sander (2016) tekrarlı okumaya dayalı farklılaşmış öğretim programının, Rubin (2016) akıcı okumayı geliştirmeye dayalı stratejilerin, Akyol ve Kodan (2016) ise okuma güçlüklerinin giderilmesi amacıyla akıcı okuma stratejilerinin uygulanmasıyla öğrencilerin hem akıcı okuma hem de okuduğunu anlama becerilerinin geliştiğini belirtmektedir. Sözü edilen araştırmalar akıcı okuma problemlerinin giderilmesi amacıyla farklı uygulamaları ve sonuçlarını içermektedir.…”