Is Reading Fluency a Key for Successful High School Reading?

Rasinski, Timothy V.; Padak, Nancy; McKeon, Christine A.; Wilfong, Lori G.; Friedauer, Julie A.; Heim, Patricia

doi:10.1598/jaal.49.1.3

Cited by 103 publications

(106 citation statements)

References 8 publications

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“…Much previous research has found that S/CRP increases reading speed (Ellis, 2003;Newell, 1990;Nishida, 2009;Ohtagaki & Ohmori, 1991;Tan & Nicholson, 1997), and improves reading fluency and comprehension of struggling students in reading (Jones, 2012;Kadota, 1982;Kiroglu & Demirel, 2012;Kowal, O'Cannel, O'Brien, & Bryant, 1975). Struggling readers, on the other hand, often do not understand where a meaningful phrase ends, and they do not understand the whole sentence (Ransinki et al, 2005), whereas advanced readers are able to read a text by chunking it into meaningful phrase units effortlessly because they understand the sentence structure. They are not only able to process reading materials on a surface basis but comprehend the deeper meanings of the materials.…”

Section: Slash/chunked Reading Practice (S/crp)mentioning

confidence: 99%

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

Shinozuka¹,

Shibata²,

Mizusawa³

2017

ELT

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Poor English performance among Japanese college EFL students has often been explained by grammar-translation and lecture-memorization instruction. This study investigated the effectiveness of a recently designed teaching method, namely, "The read-aloud instruction package," which consists of four major activities: Slash/chunked reading practice (S/CRP), repeated read-aloud practice (RRAP), cloze test, and simultaneous read-aloud and write-out practice (SRAWOP). The study also examined how EFL college students' motivation to learn English and their choice of EFL learning strategies changed after intensive three-month' instruction using these methods. Thirty-two participants with an elementary level of English proficiency completed a pretest and posttest using the TOEIC Bridge®, Strategy Inventory for Language Learning (SILL) and a motivation survey. Results indicated that the participants' score on the posttests on the TOEIC Bridge® improved significantly, but no change was found in their motivation. As to EFL learning strategy, the study found that the participants used more mental processes but less learning with others strategy after the instruction. The article discusses some possible explanations of the effectiveness of the read-aloud instruction package from cognitive and neuro-linguistic perspectives.

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Section: Slash/chunked Reading Practice (S/crp)mentioning

confidence: 99%

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

Shinozuka¹,

Shibata²,

Mizusawa³

2017

ELT

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“…The reader should keep in mind that students attending the study school come from homes where Malayalam is the native language and where English is seldom spoken. These results suggest that in this particular English medium school, students have developed phonics knowledge and reading fluency skills to a very high level not seen in many U.S. schools (Lee, 2010;Paige, 2011;Paige & Magpuri-Lavell, 2011;Rasinski et al, 2005;Teale, 2009). While research suggests that English language learners (ELLs) often reach word reading skill levels that are commensurate with native language learners, the present study results suggest that this group of readers significantly exceeds the level typified by average attainment at the 50th percentile (Lesaux & Geva, 2006;Lesaux, Rupp, & Siegel, 2007).…”

Section: Discussionmentioning

confidence: 76%

Literacy Acquisition in Indian Students: A Descriptive Study of Reading Achievement in One English Medium School

Paige¹,

Spagnoli²,

Wood³

2013

WJE

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This study investigates the literacy skills of 193 students across grades three, five, seven, and nine in one private English medium school in Kerala, India. Students were assessed on their ability to read phonologically regular and irregular words, fluency with grade-level text, vocabulary knowledge, and comprehension skill. Results showed that students across all grade levels possessed the ability to apply phonological decoding skills that were equivalent to the 80th percentile for native English speakers while sightword recognition skills were commensurate with the 58th percentile. Oral reading fluency skills were assessed using grade-level narrative passages and average attainment ranged between the 50th and 70th percentiles. Vocabulary knowledge was found to decline consistently from 3rd through 9th grade, with percentiles dropping from the 25th to 8th percentile respectively. Text comprehension was similarly low with attainment averaging at the 16th percentile for all four grades. Implications for instruction are discussed.

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“…La fluidez lectora ha sido definida como uno de los componentes fundamentales de la lectura (National Reading Panel, 2000;Snow, 2002); su influencia en la comprensión lectora ha estado muy centrada en el nivel inicial, sin embargo, aún es necesaria en el nivel secundario (Baker et al, 2014;Paige, Rasinski, Magpuri-Lavell, & Smith, 2014;Rasinski et al, 2016Rasinski et al, , 2005. Fuchs (2009) sugiere que se debe valorar la fluidez lectora conjuntamente con la comprensión lectora, para abarcar las dimensiones fundamentales de leer.…”

Section: Fluidez Lectoraunclassified

Perfil lector de los estudiantes de Secundaria de la República Dominicana

Amiama-Espaillat

Ruíz

2017

cyed

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Resumen 12La Educación Secundaria en la República Dominicana se puede convertir en un obstáculo para que sus ciudadanos se inserten de forma competitiva en la economía global, y tengan, en general, una vida de bienestar personal. La lectura es un requisito imprescindible para asegurar el desarrollo de las personas y la igualdad de oportunidades. Partiendo de esa mirada, fue pensada y realizada esta investigación, la cual, describe el perfil lector del estudiante de secundaria y propone orientaciones para su mejora. Para la misma, se tomó una muestra de 382 estudiantes a nivel nacional, y se aplicaron tres instrumentos: ColeP, basado en los textos liberados de PISA; Escala de Fluidez Lectora Adaptada, y un cuestionario de Práctica Lectora. El resultado principal es que un mínimo porcentaje de los estudiantes son considerados "lectores", de los cuáles, la mayoría pertenece al sector privado, a pesar que casi todos los estudiantes del sector público tienen acceso a recursos tecnológicos y han realizado, al menos, un curso del nivel inicial, lo que hace necesario repensar las estrategias de intervención focalizando las características de cada centro educativo.Palabras clave: Competencia lectora; educación secundaria; fluidez lectora; práctica de lectura.1. Pontificia Universidad Católica Madre y Maestra (PUCMM). ORCID: 0000-0002-8222-1. cm.amiama@ce.pucmm.edu.do 2. Universidad de Sevilla (http://orcid.org/0000-0001-7101-044X). crismayr@us.es AbstractSecondary Education in the Dominican Republic can become an obstacle for its citizens to be inserted competitively in the global economy and have a life of personal well-being. Reading is an essential requirement to ensure the development of people for reaching equal opportunities. This research describes the reading profile of the secondary student and proposes guidelines for improvement. With a sample of 382 students at the national level, three instruments were applied: ColeP, based on the texts released from PISA, Adapted Reading Fluency Scale and a Reader Practice questionnaire. A minimum percentage of the participants is considered as "readers"; the majority attends the private sector, although almost all students in the public sector have access to technological resources and have completed at least one course at the initial level. It is necessary to rethink the intervention strategies focusing on the characteristics of each educational center.

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Is Reading Fluency a Key for Successful High School Reading?

Cited by 103 publications

References 8 publications

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

Literacy Acquisition in Indian Students: A Descriptive Study of Reading Achievement in One English Medium School

Perfil lector de los estudiantes de Secundaria de la República Dominicana

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