Training teachers to attend to their students’ oral reading fluency

Zutell, Jerry; Rasinski, Timothy V.

doi:10.1080/00405849109543502

Cited by 193 publications

(144 citation statements)

References 5 publications

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“…On the other hand, reading prosody is often assessed by using a qualitative rubric. An example is the Multidimensional Fluency Rubric developed by Zutell and Rasinski (1991). Even though this measurement is more subjective and time consuming, it nevertheless provides a more holistic view on the overall performance of student"s fluency, when coupled with reading accuracy and rate.…”

Section: Oral Fluency Assessmentmentioning

confidence: 99%

“…Even though this measurement is more subjective and time consuming, it nevertheless provides a more holistic view on the overall performance of student"s fluency, when coupled with reading accuracy and rate. The Multidimensional Fluency Scale (MDFS) developed by Rasinski (2004) is a more recent adaptation of Multidimensional Fluency Rubric (Zutell & Rasinski, 1991) (refer to Table 2). (http://dx.doi.org/10.17576/GEMA-2014-1403 ISSN: 1675-8021…”

Section: Oral Fluency Assessmentmentioning

confidence: 99%

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Relationship between Oral Reading Fluency and Reading Comprehension among ESL Students

2014

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Fluency is one of the five components of reading competency alongside with phonemic awareness, phonics, vocabulary and comprehension. It is related to reading comprehension and it can be used to predict the reading competency of a reader. However, research on such relationship is limited in ESL context. Hence, the purpose of this study was to determine the relationship between three sub-skills of fluency (accuracy, reading rate and prosody) and reading comprehension among a sample of ESL students in a Malaysian school. It also aims to examine the concurrent validity of using the objective (i.e. reading accuracy and rate) and subjective (reading prosody) measures of fluency. It is hoped that the findings could shed light in identifying the possible methods of assessing oral reading fluency in ESL classrooms. The participants were 67 lower secondary school students who learn English as their second language. The students completed a reading comprehension test and then they were asked to read aloud the texts used in the test, individually. The individual reading sessions were audio recorded for the analysis of three sub-skills of reading fluency. Bivariate correlation analysis was then conducted to measure the strength of relationships with reading comprehension. The results revealed that all three sub-skills of fluency were strongly correlated with reading comprehension. Both objective (accuracy and reading rate) and subjective (prosody) rating scales were strongly related, and thus could be used in parallel or interchangeably in the assessment of oral reading fluency. The findings provided evidence that in line with the research findings in English as the first language contexts, reading fluency is closely associated with reading comprehension in an ESL context.

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Section: Oral Fluency Assessmentmentioning

confidence: 99%

Section: Oral Fluency Assessmentmentioning

confidence: 99%

Relationship between Oral Reading Fluency and Reading Comprehension among ESL Students

2014

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“…(p. 18) This distinction in the literature was acknowledged by Sargent (2004), who investigated the relationship between reading fluency and reading comprehension in 52 children in Grade 5. To assess reading fluency, he used an oral reading fluency measure that essentially measured accuracy and rate, but he also used the Multidimensional Fluency Scale (Zutell & Rasinski, 1991), which assessed reading fluency by focusing on phrasing and smoothness as well as rate. Sargent found that both fluency measures-that is, the typical measures of fluency (rate and accuracy) and the new fluency measure that incorporated prosodic components (phrasing, smoothness, and pace)-were significantly related to reading comprehension, thus strengthening the association between prosodic reading fluency, typical measures of fluency, and comprehension.…”

Section: Speech Rhythm Reading Fluency and Reading Comprehensionmentioning

confidence: 99%

“…Due to the criticisms surrounding the rateper-minute measure of reading fluency, another measurement of fluency was taken that incorporated aspects of expression and prosody. The Multidimensional Fluency Scale, based on Zutell and Rasinski (1991) and used by Sargent (2004), was employed to obtain a fluency score based on phrasing (stress, intonation, expression), smoothness (pauses, hesitations, structure), and pace (slow, fast, conversation speed). In line with the guidance provided with this task, a reading passage was chosen that was well within the range of reading ability in the sample, thus helping to isolate the fluency component of this task.…”

Section: Time 2 Test Batterymentioning

confidence: 99%

Does speech rhythm sensitivity predict children's reading ability 1 year later?

Holliman

Wood

Sheehy

2010

Journal of Educational Psychology

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There is a growing literature demonstrating that speech rhythm sensitivity is related to children's reading development, independent of phonological awareness. However, the precise nature of this relationship is less well understood, and further research is warranted to investigate whether speech rhythm sensitivity predicts the different components of reading over time. In this 1-year longitudinal study, 69 five-to 8-year-old English-speaking children completed a speech rhythm assessment at Time 1 along with other cognitive assessments and then completed a variety of reading assessments at Time 2 (1 year later). A series of hierarchical regression analyses revealed that after controlling for individual differences in age, vocabulary, and phonological awareness, speech rhythm sensitivity was able to predict unique variance in word reading and the phrasing component of the reading fluency measure 1 year later. The findings emphasize the contribution of speech rhythm sensitivity in children's reading development, and the authors argue that speech rhythm sensitivity should now be included in current models of children's reading development.Keywords: speech rhythm, prosody, reading, phonological awarenessIt is now widely accepted that successful reading development is characterized by more complete phonological representations of words in the mental lexicon, and phonological processing deficits are consistently witnessed in children with reading difficulties (Vellutino & Fletcher, 2005). Phonological deficits are often accompanied by speech perception deficits (McBride-Chang, 1995), which may compromise the acquisition of phonological codes, interfere with the processing of oral language, and make it more difficult to segment the speech stream into interpretable units such as phonemes and syllables. This is problematic, given that segmental awareness is important for decoding and has been linked to successful reading development (Muter, Hulme, Snowling, & Taylor, 1998).There are two types of phonology: Segmental phonology is primarily concerned with separable sound segments in speech, such as phonemes, whereas suprasegmental phonology (prosodic features such as stress, intonation, and timing) relates to overarching patterns or elements of the speech stream. According to Kitzen (2001, p. 42), deficits in speech perception might lead to underspecified representations of both phonemic (segmental) and prosodic (suprasegmental) phonological information, which might result in an underdeveloped system for mapping orthographic information onto phonological representations. However, as Kitzen noted, although a great deal of research has investigated the role of segmental phonology in children's reading development, the role of suprasegmental phonology is less well understood, and it is speculated that sensitivity to both phonemic and prosodic word structure is necessary for reading proficiency. A literature is now emerging to investigate the role of speech rhythm in reading, and this has led to the development of theoretical ...

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“…They should encorage them to use different strategies" (Arı, 2014a). Reading fluency can be assessed with the rubric developed by Zutell and Rasinski (1991). Rubric is composed of four dimensions: expression and volume, phrasing and intonation, smoothness, and pace.…”

Section: Volume 5 Issue 4 December 2017mentioning

confidence: 99%

Basic Concepts of Reading Instruction

Ari¹

2017

ijlet

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Reading act is performed by connected physiological, psychological and cognitive processes. The operations taking place in these processes are expected to continue for life by being developed with certain strategies. A lot of information is gained with reading skills in education life. Therefore, basic concepts that constitute reading education in teaching and improving reading are important for teachers. The aim of this study is to submit information compiled from the literature about reading education process and which basic concepts are used in reading education. While teaching reading from part to whole, from whole to part and interactional approaches are used. From part to whole approach is at the forefront. Then with interactional approach strategies, both code solving and making sense is improved. Teachers should know the characteristics of bouncing, stopping, turning back, and scanning movements of the eye both in code solving and making sense. The teacher should configure the teaching for the students to gain fluid reading elements by making use of reading out and reading silently. After reading act is acquired; good reader characteristics should be gained by improving asking questions, guessing, summarizing, and interpretation skills in integrated readings. Reading skill is improved by studies on the text. Therefore, the students should come across texts that are suitable to their levels, textuality and readability criteria. The vocabulary of children should be improved in a planned way with text-based word and meaning studies. Reading fluency, making sense and interpretation skills of children should be pursued with different evaluation types. In the long term, work should be done to make reading a habit for them.

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Training teachers to attend to their students’ oral reading fluency

Cited by 193 publications

References 5 publications

Relationship between Oral Reading Fluency and Reading Comprehension among ESL Students

Relationship between Oral Reading Fluency and Reading Comprehension among ESL Students

Does speech rhythm sensitivity predict children's reading ability 1 year later?

Basic Concepts of Reading Instruction

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