Black Dialect and Third and Fourth Graders' Performance on the 'Gray Oral Reading Test'

1974 ◽  
Vol 10 (1) ◽  
pp. 103 ◽  
Author(s):  
Barbara Carey Hunt
Keyword(s):  
Oral Reading ◽  
Fourth Graders ◽  
Reading Test

scholarly journals Sustainable Development: Learning the Quran Using the Tartil Method

2018 ◽  
Author(s):  
Syafrimen Syafril ◽  
Nova Erlina ◽  
Azhar Jaafar@Ramli ◽  
Ismail Suardi Wekke ◽  
Titik Rahayu ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Social Science ◽  
Oral Reading ◽  
Reading Skills ◽  
Descriptive Statistics ◽  
Reading Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
True Experiment

This study aimed at investigating the effectiveness of learning the Quran using the tartil method. A quantitative approach (true experiment pretest-posttest control group design) was used as the research methodology. Sixty six (66) students whose Quran reading skills were poor were treated as the sample of this study. The data were collected through the Quran oral reading test and then analyzed through descriptive statistics using Statistical Package for Social Science (SPSS Windows 22.0). The results showed that learning the Quran using the tartil method was effective. Therefore, this method can be used as an alternative in learning the Quran.

What is a reading error?

2010 ◽  
Vol 31 (4) ◽  
pp. 735-757 ◽  
Author(s):  
WILLIAM LABOV ◽  
BETTINA BAKER
Keyword(s):  
Elementary Schools ◽  
Oral Reading ◽  
Error Rates ◽  
Reading Test ◽  
European American ◽  
Opposite Pattern ◽  
Reading Error ◽  
True Reading ◽  
Mandated Assessments ◽  
The Given

ABSTRACTEarly efforts to apply knowledge of dialect differences to reading stressed the importance of the distinction between differences in pronunciation and mistakes in reading. This study develops a method of estimating the probability that a given oral reading that deviates from the text is a true reading error by observing the semantic impact of the given pronunciation on the child's reading of the text that immediately follows. A diagnostic oral reading test was administered to 627 children who scored in the 33rd percentile range and below on state-mandated assessments in reading in Philadelphia, Pennsylvania, Atlanta, Georgia, and California elementary schools. Subjects were African American, European American, and Latino, including Latinos who learned to read in Spanish and in English first. For 12 types of dialect-related deviations from the text that were studied, the error rates in reading the following text were calculated for correct readings, incorrect readings, and potential errors. For African Americans, many of these potential errors behaved like correct readings. The opposite pattern was found for Latinos who learned to read in Spanish first: most types of potential errors showed the high percentage of following errors that is characteristic of true errors.

Gray Oral Reading Tests: Some Reliability and Validity Data with Learning-Disabled Children

1982 ◽  
Vol 50 (2) ◽  
pp. 673-674 ◽  
Author(s):  
David B. Ryckman
Keyword(s):  
Oral Reading ◽  
Reliability And Validity ◽  
Learning Disabled ◽  
Reading Test ◽  
Reading Scores ◽  
Reading Tests ◽  
Validity Data ◽  
Long Term Stability ◽  
Grade Levels ◽  
Level Data

For the Gray Oral Reading Test grade-level data on 186 disabled (reading-retarded) children showed reasonable long-term stability. WISC-R scores did not predict their reading scores. Correlations between the Gray and Gates-MacGinitie Reading Test grade-levels were moderate, though Gray scores were significantly lower than Gates scores.

scholarly journals Measuring adult literacy students’ reading skills using the Gray Oral Reading Test

2009 ◽  
Vol 59 (2) ◽  
pp. 133-149 ◽  
Author(s):  
Daphne Greenberg ◽  
Hye Kyeong Pae ◽  
Robin D. Morris ◽  
Mary Beth Calhoon ◽  
Alice O. Nanda
Keyword(s):  
Oral Reading ◽  
Adult Literacy ◽  
Reading Skills ◽  
Reading Test

scholarly journals Sustainable Development: Learning the Quran Using the Tartil Method

2018 ◽  
Author(s):  
Syafrimen Syafril ◽  
Nova Erlina ◽  
Azhar Jaafar@Ramli ◽  
Ismail Suardi Wekke ◽  
Titik Rahayu ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Social Science ◽  
Oral Reading ◽  
Reading Skills ◽  
Descriptive Statistics ◽  
Reading Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
True Experiment

This study aimed at investigating the effectiveness of learning the Quran using the tartil method. A quantitative approach (true experiment pretest-posttest control group design) was used as the research methodology. Sixty six (66) students whose Quran reading skills were poor were treated as the sample of this study. The data were collected through the Quran oral reading test and then analyzed through descriptive statistics using Statistical Package for Social Science (SPSS Windows 22.0). The results showed that learning the Quran using the tartil method was effective. Therefore, this method can be used as an alternative in learning the Quran.

scholarly journals Analysis of reading errors in Portuguese: Digraphs and complex syllabic structures

2020 ◽  
Vol 38 (2) ◽  
pp. 199-210
Author(s):  
Edlia Alves Simoes ◽  
Margarida Alves Martins
Keyword(s):  
Data Collection ◽  
Oral Reading ◽  
Initial Phase ◽  
Reading Acquisition ◽  
Reading Test ◽  
Reading Errors ◽  
Children's Reading ◽  
Children’S Reading

The Portuguese language poses several challenges for children in the initial phase of learning how toread, particularly in the case of letters that may correspond to more than one phoneme, two letters that correspond to a single phoneme and in the case of words containing complex syllabic structures. Theobjective of this study was to perform a psycholinguistic analysis of the reading errors of children, attending the 1st (n=175) and 2nd year (n=137) of schooling, specifically in the case of words containing digraphs or complex syllabic structures and to analyse the differences between children’s reading errors in these two years. An oral reading test was used for data collection. A quantitative and qualitativeanalysis of the type of reading errors was conducted using words with consonant digraphs (ch, nh, lh,gu, rr, ss), and words with complex syllables <CVC and CCV>. This analysis showed that childrenpresented greater difficulties in some specific digraphs and tended to simplify complex syllables, eitherby adding or deleting phonemes. The quantity and quality of the reading errors of children attendingboth grades were discussed in light of reading acquisition theories and children’s phonologicaldevelopment.

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