Independent Silent Reading for Struggling Readers: Pitfalls and Potential

2010 ◽  
pp. 275-289
Author(s):  
Angela Hairrell ◽  
Meaghan Edmonds ◽  
Sharon Vaughn ◽  
Deborah Simmons
Keyword(s):  
Struggling Readers ◽  
Silent Reading ◽  
Independent Silent Reading

scholarly journals Assessing the Word Recognition Skills of German Elementary Students in Silent Reading—Psychometric Properties of an Item Pool to Generate Curriculum-Based Measurements

2020 ◽  
Vol 10 (2) ◽  
pp. 35
Author(s):  
Stefan Voß ◽  
Yvonne Blumenthal
Keyword(s):  
Word Recognition ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Silent Reading ◽  
Economic Indicator ◽  
Item Pool ◽  
Negative Consequences ◽  
Process Diagnostics ◽  
Item Statistics ◽  
Starting Point

Given the high proportion of struggling readers in school and the long-term negative consequences of underachievement for those affected, the question of prevention options arises. The early identification of central indicators for reading literacy is a noteworthy starting point. In this context, curriculum-based measurements have established themselves as reliable and valid instruments for monitoring the progress of learning processes. This article is dedicated to the assessment of word recognition in silent reading as an indicator of adequate reading fluency. The process of developing an item pool is described, from which instruments for learning process diagnostics can be derived. A sample of 4268 students from grades 1–4 processed a subset of items. Each student template included anchor items, which all students processed. Using Item Response Theory, item statistics were estimated for the entire sample and all items. After eliminating unsuitable items (N = 206), a one-dimensional, homogeneous pool of items remained. In addition, there are high correlations with another established reading test. This provides the first evidence that the recording of word recognition skills for silent reading can be seen as an economic indicator for reading skills. Although the item pool forms an important basis for the extraction of curriculum-based measurements, further investigations to assess the diagnostic suitability (e.g., the measurement invariance over different test times) are still pending.

Using Multilinguistic Strategies to Improve Decoding in Older School-Age Students in a Contextualized and Motivational Approach

2017 ◽  
Vol 2 (1) ◽  
pp. 105-112 ◽  
Author(s):  
Ginger Collins ◽  
Julie A. Wolter
Keyword(s):  
Struggling Readers ◽  
Morphological Awareness ◽  
Reading Acquisition ◽  
Fourth Grade ◽  
School Age ◽  
Academic Vocabulary ◽  
Motivation To Read ◽  
Elementary Years

The multilinguistic skills of phonological, orthographic, and morphological awareness codevelop and appear to all be important for reading acquisition in the elementary years. By fourth grade, the academic vocabulary words to which students are exposed become more content-specific and frequently contain multiple morphological units. Struggling readers often lack motivation to read. The purpose of this article is to (a) review the evidence basis for providing multilinguistic instruction, and (b) provide a model for teaching multilinguistic strategies by using Latin and Greek roots within the context of creating superhero comics to promote decoding in an engaging manner.

Lexical Stress Effects in Silent Reading

2008 ◽  
Author(s):  
Mara E. Breen ◽  
Charles E. Clifton
Keyword(s):  
Silent Reading ◽  
Lexical Stress ◽  
Stress Effects

Effects of auditory stimulation on covert oral behavior during silent reading.

1968 ◽  
Vol 76 (4, Pt.1) ◽  
pp. 649-655 ◽  
Author(s):  
F. J. McGuigan ◽  
William I. Rodier
Keyword(s):  
Silent Reading ◽  
Auditory Stimulation ◽  
Oral Behavior
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