Investigating the benefit of adding listening passage preview to repeated readings.

2018 ◽  
Vol 33 (3) ◽  
pp. 439-447
Author(s):  
Laura Sophia Rogers ◽  
Scott Patrick Ardoin
Keyword(s):  
Repeated Readings ◽  
Listening Passage Preview

A Test of Satiation as a Function of Adaptation in Stuttering

1969 ◽  
Vol 12 (1) ◽  
pp. 110-117 ◽  
Author(s):  
Harold A. Peterson ◽  
Mary Beth Rieck ◽  
Rita K. Hoff
Keyword(s):  
Semantic Differential ◽  
Repeated Readings ◽  
Group A ◽  
Relationship Of ◽  
The Relationship

To test the relationship of adaptation and satiation as hypothesized by Jakobovits, satiation of meaning as a function of repeated readings for adaptation was measured in the performance of 14 male stutterers. The subjects as a group exhibited both satiation and adaptation, but the two phenomena did not occur simultaneously in a significant number of the members of the group. A reduction in meaningfulness, as measured by the semantic differential, was not shown to be a significant factor in the reduction of stuttering frequency for the individuals in the group. Satiation and adaptation were not established as the same phenomenon, although the two may still be related through another factor.

Adaptation of Stuttering Frequency During Repeated Readings

1998 ◽  
Vol 41 (6) ◽  
pp. 1265-1281 ◽  
Author(s):  
Ludo Max ◽  
Anthony J. Caruso
Keyword(s):  
Motor Learning ◽  
Transition Rate ◽  
Speech Rate ◽  
The Other ◽  
Repeated Readings ◽  
Vowel Duration ◽  
Articulation Rate ◽  
Motor Tasks ◽  
Learning Hypothesis ◽  
Word Duration

This study is part of a series investigating the hypothesis that stuttering adaptation is a result of motor learning. Previous investigations indicate that nonspeech motor learning typically is associated with an increase in speed of performance. Previous investigations of stuttering, on the other hand, indicate that improvements in fluency during most fluency-enhancing conditions or after stuttering treatment tend to be associated with decreased speech rate, increased duration of specific acoustic segments, and decreased vowel duration variability. The present acoustic findings, obtained from 8 individuals who stutter, reveal that speech adjustments occurring during adaptation differ from those reported for other fluency-enhancing conditions or stuttering treatment. Instead, the observed changes are consistent with those occurring during skill improvements for nonspeech motor tasks and, thus, with a motor learning hypothesis of stuttering adaptation. During the last of 6 repeated readings, a statistically significant increase in articulation rate was observed, together with a decrease in word duration, vowel duration, and consonant-vowel (CV) transition extent. Other adjustments showing relatively consistent trends across individual subjects included decreased CV transition rate and duration, and increased variability of both CV transition extent and vowel duration.

Effects of word overlap on generalized gains from a repeated readings intervention

2019 ◽  
Vol 74 ◽  
pp. 1-9
Author(s):  
Brian K. Martens ◽  
Nicholas D. Young ◽  
Michael P. Mullane ◽  
Emily L. Baxter ◽  
Samantha J. Sallade ◽  
...  
Keyword(s):  
Repeated Readings

Increasing Reading Fluency in Elementary Students with Low Vision through Repeated Readings

1998 ◽  
Vol 92 (5) ◽  
pp. 276-292 ◽  
Author(s):  
C.A. Layton ◽  
A.J. Koenig
Keyword(s):  
Elementary Students ◽  
Reading Fluency ◽  
Low Vision ◽  
Error Rates ◽  
Repeated Readings ◽  
User Friendly

The purpose of this study was to explore a user-friendly method to increase the reading fluency of four elementary students with low vision. An analysis of the effects of repeated readings on the students’ reading rates, error rates, and comprehension found that the intervention was successful in improving all four students’ reading fluency and did not adversely affect their error rates or comprehension. The results from generalized readings indicated that the students’ improved reading rates were generalized to classroom reading.

Decreased stuttering frequency during repeated readings: A motor learning perspective

1997 ◽  
Vol 22 (1) ◽  
pp. 17-33 ◽  
Author(s):  
Ludo Max ◽  
Anthony J. Caruso ◽  
Anja Vandevenne
Keyword(s):  
Motor Learning ◽  
Repeated Readings

Reading Fluency in Deaf and Hard-of-Hearing Readers

2020 ◽  
pp. 184-199
Author(s):  
Susan R. Easterbrooks ◽  
Paula J. Schwanenflugel
Keyword(s):  
Reading Fluency ◽  
Hard Of Hearing ◽  
Word Reading ◽  
First Language ◽  
Repeated Readings ◽  
Alphabetic Principle ◽  
Reading Vocabulary ◽  
National Reading Panel ◽  
Points Of View

Prior to 2000, the role of fluency was poorly understood in deaf and hard-of-hearing learners beyond the examination of the use of repeated readings as an intervention technique. In 2000, the National Reading Panel identified factors critical to the development of literacy: phonological awareness, alphabetic principle, vocabulary, reading comprehension, motivation, and fluency. Since that time, much has been written on all these topics, except motivation and fluency. This chapter examines the various points of view necessary to understand the complexities of fluency, including but not limited to speed of word reading, vocabulary, prosody, and supralexical unitization. Further, it examines how these components differ based on an individual child’s first language. A concluding section explores successful interventions and lays out a research agenda that will allow the field to move forward.

scholarly journals On the Acquisition of Reading Fluency

1980 ◽  
Vol 12 (3) ◽  
pp. 177-186 ◽  
Author(s):  
Peter A. Schreiber
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Repeated Readings ◽  
Crucial Step ◽  
Syntactic Cues ◽  
Similar Reading

The acquisition of reading fluency crucially involves the beginning reader's tacit recognition that s/he must learn to compensate for the absence of graphic signals corresponding to certain prosodie cues by making better use of the morphological and syntactic cues that are preserved. It is argued that the success of the method of repeated readings and similar reading instruction techniques results from the fact that these methods facilitate discovery of the appropriate syntactic phrasing in the written signal. It is suggested that the crucial step comes with the beginning reader's recognition that parsing strategies other than those which rely on prosody or its somewhat haphazard graphic analogues are required in order to read with sense.

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