scholarly journals Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study

2016 ◽  
Vol 88 (3) ◽  
pp. 934-945 ◽  
Author(s):  
Callie W. Little ◽  
Sara A. Hart ◽  
Jamie M. Quinn ◽  
Elliot M. Tucker-Drob ◽  
Jeanette Taylor ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Twin Study

scholarly journals The genetic architecture of oral language, reading fluency, and reading comprehension: A twin study from 7 to 16 years.

2017 ◽  
Vol 53 (6) ◽  
pp. 1115-1129 ◽  
Author(s):  
Maria G. Tosto ◽  
Marianna E. Hayiou-Thomas ◽  
Nicole Harlaar ◽  
Elizabeth Prom-Wormley ◽  
Philip S. Dale ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Language ◽  
Twin Study ◽  
Genetic Architecture

scholarly journals Predicting individual differences in reading comprehension: a twin study

2010 ◽  
Vol 60 (2) ◽  
pp. 265-288 ◽  
Author(s):  
Nicole Harlaar ◽  
Laurie Cutting ◽  
Kirby Deater-Deckard ◽  
Laura S. DeThorne ◽  
Laura M. Justice ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Individual Differences ◽  
Twin Study

scholarly journals Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Raquel Serrano ◽  
Ana Pellicer-Sánchez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Negative Relationship ◽  
Auditory Input ◽  
Reading Tests ◽  
Textual Information ◽  
Multimodal Texts ◽  
Time Processing ◽  
Online Processing ◽  
Significant Negative Relationship

AbstractCombining reading with auditory input has been shown to be an effective way of supporting reading fluency and reading comprehension in a second language. Previous research has also shown that reading comprehension can be further supported by pictorial information. However, the studies conducted so far have mainly included adults or adolescents and have been based on post-reading tests that, although informative, do not contribute to our understanding of how learners’ processing of the several sources of input in multimodal texts changes with the presence of auditory input and the effect that potential differences could have on comprehension. The present study used eye-tracking to examine how young learners process the pictorial and textual information in a graded reader under reading only and reading-while-listening conditions. Results showed that readers spent more time processing the text in the reading only condition, while more time was spent processing the images in the reading-while-listening mode. Nevertheless, comprehension scores were similar for the readers in the two conditions. Additionally, our results suggested a significant (negative) relationship between the amount of time learners spent processing the text and comprehension scores in both modes.

scholarly journals Predictors of Latino English Learners’ Reading Comprehension Proficiency

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresa A Grasparil ◽  
David A Hernandez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Literacy Achievement ◽  
Academic Vocabulary ◽  
Latino English Learners

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino English learners to determine the strength of oral English proficiency, oral reading fluency, and academic vocabulary knowledge as predictors of reading comprehension proficiency. Findings of this study indicate a mismatch between English learners’ instructional needs and a widely used reading program component, assessment of words correct per minute (as a measure of oral reading fluency). Significant conclusions of this study suggest that educators seeking to promote the reading comprehension proficiency of Latino English learners consider using WCPM assessments and activities cautiously and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.

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