Word Reading Efficiency, Text Reading Fluency, and Reading Comprehension Among Chinese Learners of English

Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

doi:10.1080/02702711.2010.526051

Cited by 26 publications

(21 citation statements)

References 37 publications

(40 reference statements)

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“…The outcome of their research is consistent with other studies that found the ability to read fluently a connected text to account for most of the variance in predicting proficiency in reading comprehension, compared with reading fluently words in disconnected texts in the native language (L1) (e.g. Baker, Stoolmiller, Good & Baker, 2011;Klauda & Guthire, 2008) and FL (Crosson & Lesaux, 2010;Jeon, 2012;Jiang, Sawaki & Sabatini, 2012).…”

Section: Levels Of Rfsupporting

confidence: 79%

The Effects of Choral Repeated Reading on Foreign Language Reading Fluency of Words in Connected and Disconnected Text

Dolean¹,

Damşa²,

Pop³

2017

IJL

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Repeated reading has been successfully used to enhance reading fluency in L1, but little is known about how (and to what extent) this strategy impacts reading in foreign language classrooms. Our paper reports the results of a 5-week intervention program aimed to improve reading fluency of middle school students during their English as a foreign language classes. Four classes of sixth-graders divided in two groups received two reading treatments for the last 15 minutes of the class: choral repeated reading (CRR) and reading comprehension/vocabulary development (RC/VD). Results indicated that a short term International Journal of Linguistics ISSN 1948-5425 2017 www.macrothink.org/ijl 11 intervention program of repeated reading can lead to significant improvements of fluency only at lexical level (words in disconnected text) but not at syntactic level (words in connected text). Pedagogical implications and further research directions are addressed.

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Section: Levels Of Rfsupporting

confidence: 79%

The Effects of Choral Repeated Reading on Foreign Language Reading Fluency of Words in Connected and Disconnected Text

Dolean¹,

Damşa²,

Pop³

2017

IJL

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“…However, they believe it is involved in L2 reading as an independent variable. Nonetheless, Jiang et al (2012) could not obtain a significant contribution of prosody measures to reading comprehension skills above and beyond the effects of other oral reading measures (reading rate and accuracy). Yamashita and Amano (2011) examined whether and how reading prosody (pause length and pitch changes) relates to word recognition and reading comprehension skills among college level Japanese EFL learners.…”

Section: Introductionmentioning

confidence: 99%

“…In the field of L2 oral reading research, however, the majority of studies have rather purposefully dropped prosody measures (e.g., pause lengths, intonation contours, pitch change) as predictive variables to estimate reading comprehension skills, because researchers have not reached a consistent agreement on prosody measures and the assessments that reflect well the EFL learning environment, where oral input is considerably limited and literacy learning occurs with less reliance on oral information and processing (Fuchs, Fuchs, Hosp, & Jenkins, 2001;Jeon, 2012;Jiang, Sawaki, & Sabatini, 2012). However, they believe it is involved in L2 reading as an independent variable.…”

Section: Introductionmentioning

confidence: 99%

Use of Lexical Stress during Oral Reading among Japanese EFL Learners

Yoshikawa¹,

Leung²

2014

OJML

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The purpose of the present study is to examine second language (L2) oral reading with a focus on lexical stress. We conducted oral reading tasks to investigate whether 14 Japanese learners of English as a foreign language (EFL) read words aloud with different lexical stress (one-or twostress words) with appropriate stress assignment, similar to a comparison group of 14 native English speakers, in order to see whether EFL learners, who have fewer verbal input and output opportunities, assign the proper stress(es) in oral reading contexts. The participants read 18 pairs of four-syllable one-and two-stress words both in isolation and in sentence context conditions, and the whole word duration, syllable duration, and syllable intensity were analyzed. The results showed that both groups of readers (1) read two-stress words longer than one-stress words and (2) read stressed syllables longer than unstressed syllables with appropriate stress assignment. Our findings suggest that intermediate EFL learners can recognize and manipulate L2 prosodic information, even though their L1 does not possess the property. Future directions for L2 oral reading research development are discussed.

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“…An individual's ability to comprehend text is influenced by their skills and their ability to process information. As reading is an active process requiring word recognition and language comprehension (Foss, 2009;Gough, 1996;Jiang, Sawaki & Sabatini, 2012), developing a sufficient level of learner vocabulary seems to be key to achieving this. One early quasi-experimental instruction study was conducted by Zimmerman (1997).…”

Section: Literature Reviewmentioning

confidence: 99%

Adult ESL Learners’ Reading Fluency and Comprehension: An Insight

Mei¹

2018

AES

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The present study aimed at exploring the elements affecting reading fluency and how to improve ESL learners' reading fluency and comprehension. It was attempted to find whether ESL learners would perform better when taught through top-down or bottom-up reading instruction model. 54 Chinese freshmen with the same level of reading proficiency tested through College Entrance Exam participated in this study. Two experiments were designed. Experiment 1 was reading fluency practice in classroom while experiment 2 was bottom-up vs. top-down model in Extensive Reading course. Bottom-up approach, a traditional teaching method was used in Class 1 in which students enjoyed independent silent reading and more flexibility of doing their reading homework. As for those in Class 2, students were assigned to top-down processing instruction model where the instructor carried out partner reading with regular after-class reading assignment. Then, the treatment was run and finally, both groups received a reading comprehension post-test. The data were collected and analyzed. The results revealed that reading aloud to a partner is an efficient way for improving fluency compared with silent reading; the more models of fluent reading the students hear the better. Meanwhile the study indicates routine checking up is also helping in building learners' fluency. The results also show that bottom-up training had a negative impact on fluency and comprehension. In contrast, top-down training positively affected fluency but had little impact on comprehension. These figures have implications for the type of language instruction used in actual classrooms. In light of these findings, the researcher also offered recommendations for ESL instructors.

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Word Reading Efficiency, Text Reading Fluency, and Reading Comprehension Among Chinese Learners of English

Cited by 26 publications

References 37 publications

The Effects of Choral Repeated Reading on Foreign Language Reading Fluency of Words in Connected and Disconnected Text

The Effects of Choral Repeated Reading on Foreign Language Reading Fluency of Words in Connected and Disconnected Text

Use of Lexical Stress during Oral Reading among Japanese EFL Learners

Adult ESL Learners’ Reading Fluency and Comprehension: An Insight

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