Assessing English Learners' Silent Reading Ability: Problems, Perils, and Promising Directions

2010 ◽  
pp. 258-274
Author(s):  
Gary Ockey ◽  
Ray Reutzel
Keyword(s):  
English Learners ◽  
Reading Ability ◽  
Silent Reading

Aphasic Performance on Visual Tracking Program

1972 ◽  
Vol 35 (2) ◽  
pp. 343-346
Author(s):  
Elisabeth H. Wiig ◽  
Patricia H. Smith
Keyword(s):  
Visual Tracking ◽  
Reading Ability ◽  
Silent Reading ◽  
Reading Rate ◽  
Training Period ◽  
Perceptual Speed ◽  
Reading Deficits ◽  
Period 2 ◽  
Speed And Accuracy

The performance of 9 adult aphasics on a visual tracking program was investigated. The results indicated (1) significant increases in visual tracking rate over an 8-wk. training period, (2) significant increases in performance on tests of silent reading rate and over-all reading ability, and (3) no direct relationships between increases in visual tracking rate and silent reading rate or over-all reading ability. The significant gains observed in perceptual speed and accuracy, silent reading rate, and over-all reading ability indicated that the visual tracking program (Gaeke & Smith, 1962) may contribute significantly to the remediation of reading deficits in aphasia.

Study on Word Association Knowledge and Reading Ability

2011 ◽  
Vol 109 ◽  
pp. 699-702
Author(s):  
Ting Mao
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Reading Ability ◽  
Word Association ◽  
Pearson Correlation ◽  
First Language ◽  
New Words ◽  
Comprehension Ability ◽  
Vocabulary Word ◽  
Reading Comprehension Ability

Improving reading comprehension ability has always been a big concern for the English learners. It is also one of the most important parameters to measure one’s English level. Research has found that many factors may influence the learners’ reading comprehension ability. In this paper one aspect of vocabulary, word association knowledge, has been proved to facilitate reading comprehension. Through Pearson Correlation and one-eay ANOVA analysis the authors found that word association knowledge had a significant influence on reading comprehension. New words cannot make any sense to the learner until they have been integrated into other knowledge that the learner has already acquired. The vocabulary students have already acquired is something like an associative network which is closely related to their prior experience of first language acquisition and their knowledge of the world. Therefore, both the width and depth of vocabulary should be integrated into English teaching.

scholarly journals The Development Track and Influencing Factors of Reading Ability of Chinese Elementary English Learners

OALib ◽  
2021 ◽  
Vol 08 (04) ◽  
pp. 1-6
Author(s):  
Xiaohui Fu ◽  
Keyi Lou ◽  
Zhiqi Zhu ◽  
Liu Yang
Keyword(s):  
Influencing Factors ◽  
English Learners ◽  
Reading Ability ◽  
Elementary English

scholarly journals The Minimalist and Maximalist Approaches in the TEFLIN: Towards the Empowerment of the General Indonesian Learners of English

2015 ◽  
Vol 12 (2) ◽  
pp. 167
Author(s):  
Asim Gunarwan
Keyword(s):  
Public Schools ◽  
Human Resources ◽  
English Learners ◽  
Reading Ability ◽  
Reading Skill ◽  
Human Resources Development ◽  
National Commission ◽  
Minimalist Approach ◽  
Set Up ◽  
Point Of Departure

The point of departure of this paper is an assumption that the teaching of English in Indonesian public schools has not yielded the minimum expected result: English learners have not been empowered with the reading skill in English, let alone the other skills. Given that English has an elevated role to play in the new millennium, Indonesian learners should be empowered in this language for wider communications. Two approaches are proposed, namely (1) the minimalist approach, in which reading ability is the sole objective of the teaching of English to students in general, the corrolary being the use of the translation method; and (2) the maximalist approach, in which "ordinary" students are taught along the line of the notion of Little English (much discussed in the 60's and 70's), whereas "the cream of the cream" are tutored in a special programme designed to make them English-Indonesian bilinguals. Hence, a new language policy of Indonesia should be developed and English curricula be reviewed and a national commission on the TEFLIN be set up to look into the matter in more depth and to suggest ways in which the teaching of this language in schools can really empower the learners in the context of human resources development.

Teaching Reading to Young English Language Learners Through Folk Literature

2020 ◽  
pp. 65-80
Author(s):  
Nabat Erdogan
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
Reading Ability ◽  
English Language ◽  
Literacy Skills ◽  
Reading Tests ◽  
Folk Literature ◽  
Age Appropriate ◽  
Different Characteristics

The lack of sufficient reading ability and, consequently, inadequate reading achievement continue to affect large student populations in U.S. schools. English language learners (ELLs), who represent the fastest growing segment of student population in the U.S., constitute one of the largest groups of students who perform poorly on state reading tests. There are many factors contributing to English learners' low reading skills. One of these factors is the lack of appropriate and interesting reading materials or insufficient attention to effective text selection. What kind of texts are considered appropriate for language learners? Effective texts for ELLs should be age-appropriate, language-appropriate, culturally relevant, entertaining, and interesting. This chapter suggests that folktales possess many characteristics of effective texts and can serve as a valuable resource for improving young English learners' literacy skills in English. The chapter exemplifies different characteristics of folktales and provides recommendations for the use of folk literature in the language classroom.

The Relationship Between Vocabulary and Ability in first Year Algebra

1937 ◽  
Vol 30 (2) ◽  
pp. 76-79
Author(s):  
Guy E. Buckingham
Keyword(s):  
Learning Process ◽  
Reading Ability ◽  
Silent Reading ◽  
First Year ◽  
Algebra 1 ◽  
Beginning Algebra ◽  
Complex Problems ◽  
The Relationship

Positive relationsbip bas been shown between the elimination of errors in the processes of addition, subtraction, multiplication, and division of monomials and the ability to solve the more complex problems in first year Algebra.1 The relationship between silent reading ability and ability in first year Algebra has been demonstrated to be low but positive.2 A careful interpretation of these studies leads one to conclude that other factors are present to help or hinder the learning process in beginning Algebra.

scholarly journals Adaptive Algorithm Recommendation and Application of Learning Resources in English Fragmented Reading

Complexity ◽  
2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Jinyu Cheng ◽  
Hong Wang
Keyword(s):  
English Learners ◽  
Reading Ability ◽  
Three Dimensional ◽  
Machine Learning Algorithms ◽  
Learning Resources ◽  
Dimensional Model ◽  
Learning Context ◽  
Three Dimensional Model ◽  
English Reading ◽  
Five Dimensional Model

This paper firstly designs a five-dimensional model of learners’ characteristics (learners’ English reading ability, cognitive style, learning goal, learning situation, and learning effect) and a three-dimensional model of English reading resources’ characteristics (question types, topics, and difficulty of resources) in a fragmented learning environment through literature research. At the same time, to make the learning resources meet the characteristics of fragmented learning time and space, the English Level 4 reading resources are reasonably designed and segmented to adapt to the needs of learners’ mobile fragmented learning. Then, combined with machine learning algorithms, an adaptive recommendation model of learning resources in English fragmented reading is constructed. The algorithm-based adaptive recommendation algorithm for English fragmented reading resources is designed. Based on the generated decision trees, the expression rules are parsed to achieve adaptive pushing of resources. The results of this study show that adaptive recommendation of learning resources in English fragmented reading can help teachers to develop future resource recommendation strategies through effective data collection to adaptively push resources that are close to learners’ individual needs. The use of mobile by English learners to learn to read in a fragmented learning context enables targeted training in weak areas of English reading, thus enhancing different aspects of learners’ reading skills.

The Relationship Between Silent Reading Ability and First Year Algebra Ability

1937 ◽  
Vol 30 (3) ◽  
pp. 130-132
Author(s):  
Guy E. Buckingham
Keyword(s):  
Reading Ability ◽  
Positive Relationship ◽  
Silent Reading ◽  
First Year ◽  
Complex Processes ◽  
The Relationship

It has been shown by the author1 and his colleagues, Hottenstein, Gilliland and Tucker that a positive relationship exists between one's success in first year Algebra and his ability to eliminate errors in the simple fundamental processes of addition, subtraction, multiplication and division. It has also been shown by the same group2 that these errors persist in the more complex processes of Algebra attempted during the first year.

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