LONGITUDINAL PREDICTION OF 1ST AND 2ND GRADE ENGLISH ORAL READING FLUENCY IN ENGLISH LANGUAGE LEARNERS: WHICH EARLY READING AND LANGUAGE SKILLS ARE BETTER PREDICTORS?

2013 ◽  
Vol 51 (2) ◽  
pp. 126-142 ◽  
Author(s):  
Emily J. Solari ◽  
Terese C. Aceves ◽  
Ignacio Higareda ◽  
Cara Richards-Tutor ◽  
Alexis L. Filippini ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
English Language ◽  
Language Skills ◽  
Early Reading

scholarly journals The effect of COVID on Oral Reading Fluency during the 2020-2021 Academic Year

2021 ◽  
Author(s):  
Benjamin Domingue ◽  
Madison Dell ◽  
David Nathan Lang ◽  
Rebecca Deffes Silverman ◽  
Jason D Yeatman ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Reading Ability ◽  
Oral Reading Fluency ◽  
English Language ◽  
Rapid Assessment ◽  
School Year ◽  
Policy Interventions

Education has faced unprecedented disruption during the COVID pandemic. Understanding how students have adapted as we have entered a different phase of the pandemic and some communities have returned to more typical schooling will inform a suite of policy interventions and subsequent research. We use data from an oral reading fluency assessment-a rapid assessment taking only a few minutes that measures a fundamental reading skill-to examine COVID’s effects on children’s reading ability during the pandemic. We find that students in the first 200 days of the 2020-2021 school year tended to experience slower growth in ORF relative to pre-pandemic years. We also observed slower growth in districts with a high percentage of English language learners (ELLs) and/or students eligible for free and reduced-price lunch (FRL).

scholarly journals The Fluency of Oral Reading with Natural Reader Software

2021 ◽  
Vol 5 (2) ◽  
pp. 156-163
Author(s):  
Varia Virdania Virdaus ◽  
Saiful Rifa’i
Keyword(s):  
English Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
English Language ◽  
English Education ◽  
Control Group ◽  
Study Program ◽  
Grade Levels ◽  
Group 2

This recent investigation aims to find out whether natural reader software improves oral reading fluency for English language learners. In this recent study, the natural reader software was considered as independent variable and the oral reading fluency score was regarded as dependent one. The subjects of this investigation were students of English education study program. The number of the students of group (1) were 32 students who are taught using natural reader software and this group was considered to be an experimental group and The number of the students of group (2) were35 students who are taught without using natural reader software this group was considered to be control group. This study has proven that this software can significantly prove that most of  students have more accurate and more precise reading skills. This study has revealed that oral reading fluency instruction does improve global reading proficiency at all grade levels

Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

2019 ◽  
Vol 52 (3) ◽  
pp. 220-231 ◽  
Author(s):  
Caralyn Ludwig ◽  
Kan Guo ◽  
George K. Georgiou
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Reading Accuracy ◽  
Positive Effects

Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs’ reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, students’ risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLs’ reading accuracy ( d = 1.221) and reading fluency ( d = 0.802) and a moderate effect on reading comprehension ( d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLs’ reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.

Speech Recognition Software Contributes to Reading Development for Young Learners of English

2015 ◽  
Vol 5 (3) ◽  
pp. 60-74 ◽  
Author(s):  
Kenneth Reeder ◽  
Jon Shapiro ◽  
Jane Wakefield ◽  
Reg D'Silva
Keyword(s):  
English Language Learners ◽  
Speech Recognition ◽  
Reading Fluency ◽  
Oral Reading ◽  
Grade Level ◽  
Oral Reading Fluency ◽  
Classroom Instruction ◽  
Regular Classroom ◽  
Speech Recognition Software ◽  
Reading Tutor

Thirty-six English language learners aged 6;8 to 12;6 years received practice with The Reading Tutor, which uses speech recognition to listen to oral reading and provides context-sensitive feedback. A crossover research design controlled effects of classroom instruction. The first subgroup worked with the software for 3.5 months, and following a week's crossover period, the second subgroup worked for a subsequent 3.5 months. Both groups were assessed to obtain comparable gains both in regular classroom with English as an Additional Language (EAL) support and in the classroom condition with EAL support plus the Reading Tutor. Oral reading fluency was assessed by the DIBELS measure. Fluency was also calculated by the program, and grade level of materials mastered was assessed by the software's logs. Both groups made significant gains in oral reading fluency and grade level of materials mastered, according to measures internal to the software. For one period, gains in fluency following experience with the program appeared to have been slightly larger than gains with regular classroom instruction and EAL support only.

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