Examining the impact of feedback and repeated readings on oral reading fluency: Let’s not forget prosody.

2013 ◽  
Vol 28 (4) ◽  
pp. 391-404 ◽  
Author(s):  
Scott P. Ardoin ◽  
Laura S. Morena ◽  
Katherine S. Binder ◽  
Tori E. Foster
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Readings ◽  
The Impact

scholarly journals Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019

2020 ◽  
Vol 10 (3) ◽  
pp. 52
Author(s):  
Alida Hudson ◽  
Poh Wee Koh ◽  
Karol A. Moore ◽  
Emily Binks-Cantrell
Keyword(s):  
Reading Comprehension ◽  
Elementary Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
Repeated Reading ◽  
Reading Difficulties ◽  
Effect Sizes ◽  
The Impact

Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000–2019 that examined ORF interventions among elementary students identified as having reading difficulties were reviewed to identify the characteristics (e.g., instructional variables, group size, type of interventionist) of effective ORF interventions and their impact on English oral reading fluency and reading comprehension outcomes. The systematic review revealed that interventions reported centered around repeated reading procedures (86.5%). Across the 16 studies, outcomes for oral reading fluency varied widely and most focused on speed and rate aspects rather than prosody. Effect sizes for rate and accuracy measures ranged from negligible to large (i.e., 0.01 to 1.18) and three studies found large effects for prosody outcomes. Effect sizes for reading comprehension ranged between non-significant and large significant effects. Findings support the use of repeated reading of text to build up ORF of students with reading difficulties. Interventions that were found to be most effective were those that were conducted one-on-one with a trained model of fluent word reading and accuracy. Findings also point to three gaps in our understanding: (1) the efficacy of interventions other than repeated reading, (2) effects of ORF interventions on prosody outcomes, and (3) sustainability of outcomes.

scholarly journals Evaluating Passage and Order Effects of Oral Reading Fluency Passages in Second Grade: A Partial Replication

2017 ◽  
Vol 44 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Erin A. Chaparro ◽  
Mike Stoolmiller ◽  
Yonghan Park ◽  
Scott K. Baker ◽  
Deni Basaraba ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Empirical Bayes ◽  
Oral Reading Fluency ◽  
Progress Monitoring ◽  
Second Grade ◽  
Order Effects ◽  
Curve Modeling ◽  
Tiered Support ◽  
The Impact

Progress monitoring has been adopted as an integral part of multi-tiered support systems. Oral reading fluency (ORF) is the most established assessment for progress-monitoring purposes. To generate valid trend lines or slopes, ORF passages must be of equivalent difficulty. Recently, however, evidence indicates that ORF passages are not equivalent, potentially hindering our ability to generate valid student trend lines for decision making. This study examines passage and order effects on the estimation of ORF scores using a set of second-grade passages. A single group with counterbalancing design was employed to randomly assign 156 second-grade students to three different orders of passages. Scores from the passages were examined using growth curve modeling and empirical Bayes estimates. Results indicate that passage effects were substantial, but order effects were small but significant. The impact of passage and order effects on research design, equating methods, and measure development is considered.

scholarly journals Impact of iPod Touch-Supported Repeated Reading on the English Oral Reading Fluency of L2 students with Specific Learning Difficulties

2014 ◽  
Vol 22 (1) ◽  
pp. 47 ◽  
Author(s):  
Salomi Papadima-Sophocleous ◽  
Marina Charalambous
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
New Technologies ◽  
Repeated Reading ◽  
Learning Difficulties ◽  
Prosodic Features ◽  
Ipod Touch ◽  
Reading Activity ◽  
The Impact

<span>In recent years the use of new technologies has been extensively explored in different aspects of language learning pedagogy. The objective of this research was to investigate the impact Repeated Reading activity, supported by iPod Touch could have on the English Oral Reading Fluency (ORF) of second language university students with Special Learning Difficulties (SpLD) at Cyprus University of Technology. As part of their university courses, students have two compulsory English courses. Due to their SpLD and low level of language competence, the eight participants enrolled in the English programme for students with SpLD. This programme is based on the phonological approach and the research done in methods dealing with dyslexia (Shaywitz et al., 2004). After being introduced to the iPod-supported Repeated Reading activity, students worked independently for 8 weeks. They listened and replicated three recorded texts performed by native speakers, using Voice Memo. Texts were based on specific phonetic rules the students had to master. Students recorded their best performance of each text reading, using DropVox. Curriculum-Based Measurement, adapted by Rasinski (2004), was used to measure students’ automaticity (speed and accuracy), and an adapted version of Zutell and Rasinksi’s (1991) Multidimensional Framework to measure prosodic features of fluency. A phonemic accuracy scale was developed and used to assess students’ performance related to specific phonemes students had difficulty with. Data analysis revealed that the independent out-of-class use of Repeated Reading, supported by iPod Touch technology helped in increasing students’ automaticity, improving their prosodic features of fluency, including that of specific phonemes.</span>

Effects of Performance Criteria on Oral Reading Fluency Generalization

2010 ◽  
Author(s):  
Nicholas D. Young ◽  
Edward J. Daly ◽  
Sara Kupzyk ◽  
Melissa N. Andersen
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Performance Criteria

Oral Reading Fluency Assessment in Out-of-School Programs: Benchmarks for Early Identification and Change

2012 ◽  
Author(s):  
David Reitman ◽  
Stacey A. McGregor ◽  
Leon Mandler ◽  
Jean M. Thaw ◽  
K. Lori Hanson ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Early Identification ◽  
Oral Reading Fluency ◽  
School Programs ◽  
Out Of School

English oral reading fluency of the 5th and the 6th graders

2015 ◽  
Vol 22 (1) ◽  
pp. 149-175
Author(s):  
Ji Hye Jeon ◽  
◽  
Sungwoo Kang
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
6Th Graders
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