A study of elementary fifth grade students’ English reading fluency using dynamic indicators of basic literacy skills

2020 ◽  
Vol 26 (2) ◽  
pp. 179-202
Author(s):  
Yoonhwa Hur
Keyword(s):  
Reading Fluency ◽  
Literacy Skills ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
English Reading ◽  
Dynamic Indicators

scholarly journals Dialogic Visual Literacy

2009 ◽  
Author(s):  
Sharon LaFrenaye
Keyword(s):  
Case Studies ◽  
Visual Art ◽  
Visual Literacy ◽  
Literacy Skills ◽  
Fifth Grade ◽  
Historical Perspectives ◽  
Fifth Grade Students ◽  
Narrative Story ◽  
Students First ◽  
Unit Plan

<p>Describes a visual art unit plan in which fifth grade students are taught visual literacy skills. Students first learn to decode a variety of imagery and then learn to encode their own imagery in the form of a narrative story scroll. Includes historical perspectives on visual literacy, along with case studies and commentary.</p>

Repeated Reading for Students with Emotional or Behavioral Disorders: Peer- and Trainer-Mediated Instruction

2005 ◽  
Vol 31 (1) ◽  
pp. 51-64 ◽  
Author(s):  
John E. Staubitz ◽  
Gwendolyn Cartledge ◽  
Amanda L. Yurick ◽  
Ya-Yu Lo
Keyword(s):  
Behavioral Disorders ◽  
Reading Fluency ◽  
Oral Reading ◽  
Repeated Reading ◽  
Fifth Grade ◽  
Baseline Design ◽  
Beneficial Effects ◽  
Fifth Grade Students ◽  
Fluency And Comprehension ◽  
Emotional Or Behavioral Disorders

This study evaluated the effects of a repeated reading (RR) intervention on the oral reading fluency and comprehension of six urban fourth and fifth-grade students with and at risk for emotional or behavioral disorders (EBD). A multiple baseline design across subjects was used to study RR effects according to gains in reading fluency, comprehension, and generalization to unpracticed passages under covert and overt timing conditions. Results indicated that all students improved both reading fluency (i.e., speed and accuracy) and comprehension when participating in RR. Improvements were also observed on the unpracticed generalization passages; the addition of overt timing and charting produced the greatest improvements. These gains were confirmed through administration of standardized tests in reading. Findings are described according to the beneficial effects of RR and the relative advantages of peer-mediated interventions with students with EBD.

PENINGKATAN KETERAMPILAN MEMBACA AKSARA JAWA MELALUI MEDIA AUDIOVISUAL PADA SISWA KELAS V SD NEGERI 2 PADOKAN BANTUL

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Khusna Arimas ◽  
Siti Anafiah
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Reading Skills ◽  
Literacy Skills ◽  
Fifth Grade ◽  
Reading Literacy ◽  
Audiovisual Media ◽  
Fifth Grade Students ◽  
The Subject ◽  
Academic Year

This research aims to describe the improvement of Javanese literacy skills through audiovisual media in 2 Padokan Bantul State Elementary School. The application of audiovisual media can improve the reading skills of Javanese script in the fifth-grade students of 2 Padokan Bantul State Elementary School. This research is a Classroom Action Research (CAR). The subject of this research was all the fifth-grade students of 2 Padokan Bantul State Elementary School Academic Year 2018/2019 which amounted to 31 students. Data collection techniques used observation, testing, and documentation techniques. The results of this research indicate that after using audiovisual media, students' reading literacy skills can increase. The increase can be seen from the percentage of the students whose grades reached KKM (75). Before the action was taken, the percentage of the students who reached KKM was still lacking, 32.26%. After the first cycle of action, the percentage of the students who reached KKM increased to 50.84%. At the end of the second cycle, the percentage of the students who reached KKM increased to 80.64%. These results are following the criteria for the success of the prescribed actions, namely ≥75% of the students get scores above the KKM (75).

scholarly journals Reading fluency performance of elementary-school fifth-grade students

Revista CEFAC ◽  
2021 ◽  
Vol 23 (6) ◽  
Author(s):  
Cláudia da Silva ◽  
Beatriz Vieira da Fonseca
Keyword(s):  
Reading Fluency ◽  
Private School ◽  
Reading Speed ◽  
Fifth Grade ◽  
School Students ◽  
Public And Private ◽  
Public School Students ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Total Reading Time

ABSTRACT Purpose: to characterize and compare the reading fluency performance of public- and private-school fifth-grade students. Methods: a total of 44 elementary-school fifth-grade students of both sexes, aged 10 to 11 years, participated in the study and were divided into Group I (GI, with 25 public-school students) and Group II (GII, with 19 private school students). They were submitted to the Assessment of Reading Fluency Performance (ADFLU). The performance analysis was based on the number of correct words per minute, incorrect words per minute, total reading time, and reading speed. The data analysis was made with statistical tests, with significance set at p-value ≤0.05, for the inter- and intragroup comparisons. Results: in the analysis per group, there was a significant difference in the total reading time between the texts in GI, and in the reading speed between the texts, in GII. In the comparison between the groups, all variables had a significant difference, with a better performance in GII. Conclusion: the reading fluency performance of public- and private-school fifth-graders was characterized. The performance of the private-school students was superior to that of the public-school students.

scholarly journals USE OF ANYFLIP BEKEL LONGAN E-BOOK TO IMPROVE LITERATION SKILLS OF V-GRADE STUDENTS IN KEDUNGREJO ELEMENTARY SCHOOL 2 IN PANDEMIC

2021 ◽  
Vol 8 (2) ◽  
pp. 1-11
Author(s):  
Martin Indah
Keyword(s):  
Learning Outcomes ◽  
Reading Skills ◽  
Literacy Learning ◽  
Literacy Skills ◽  
Fifth Grade ◽  
Research Subjects ◽  
Average Value ◽  
Fifth Grade Students ◽  
Class Average ◽  
Implementation Data

The purpose of this study was to determine the extent to which students' language literacy skills, especially the reading skills of students, using E-Book Anyflip with Local Wisdom in Lamongan during the pandemic. This type of research is classroom action research adopting the Kemmis and Mc. Taggart. This research uses 3 types of data (learning implementation data, student learning outcomes data, and data on constraints encountered in learning activities). The research was conducted in class V SDN 2 Kedungrejo, Modo District, Lamongan Regency. This research was conducted in two cycles, the research subjects were the fifth grade students of SDN 2 Kedungrejo in the second semester of the 2019/2020 academic year with a total of 13 students (8 male and 5 female) . The results of this study were 100% learning implementation cycle I and II. The achievement of teacher activities in learning in cycle I was 75, while in cycle II it was 87.5. The class average value of student literacy learning outcomes in the first cycle was 67.5. Meanwhile, in cycle II the average value of student literacy learning outcomes increased to 78.8. Classical learning completeness of students' literacy learning outcomes in the first cycle obtained a percentage of 69.23% and was included in the high category. Meanwhile, classical learning completeness in cycle II obtained a percentage of 92.3%. The conclusion of this study is the reading skills of students in using E-Book Anyflip with Local Wisdom in Lamongan during the pandemic are very good based on the 3 types of data used.

Learning to read in English as third language

2007 ◽  
Vol 10 (1) ◽  
pp. 25-52 ◽  
Author(s):  
Mila Schwartz ◽  
Esther Geva ◽  
David L. Share ◽  
Mark Leikin
Keyword(s):  
Phonological Processing ◽  
Literacy Skills ◽  
Fifth Grade ◽  
Third Language ◽  
Spelling Acquisition ◽  
Reading Accuracy ◽  
Second Stage ◽  
English Reading ◽  
Wide Range ◽  
Two Stages

The present study compared the influence of bi-literate bilingualism versus mono-literate bilingualism on the development of literary skills in English as L3. Two main predictions were made. First, it was predicted that Russian (L1) literacy would benefit decoding and spelling acquisition in English (L3), that is, bi-literate bilingualism would be superior to mono-literate bilingualism. Second, it was hypothesized that there would be positive transfer of phonological processing skills from L1 Russian to L3 English even in the context of two linguistically and orthographically distinct languages. The sample of 107 11-year-old children from Haifa, Israel, were divided into three groups matched in age, gender, social-economic level, verbal and non-verbal IQ: bi-literate bilinguals, mono-literate bilinguals and mono-literate monolinguals. The research was conducted in two stages. In the first stage a wide range of linguistic, meta-linguistic, cognitive and literacy tasks in Hebrew (L2) and in Russian (L1) were administered. In the second stage linguistic, meta-linguistic and literacy skills in English (L3) were assessed. The results demonstrated that bi-literate bilinguals outperformed mono-literate bilingual and mono-lingual children on a number of basic literacy measures (phoneme deletion and analysis, pseudoword decoding and spelling) in English (L3). Even after controlling for (L2) Hebrew reading accuracy, bi-literacy independently explained 16% of the variance in English reading accuracy among Russian-Hebrew fifth grade bilinguals.

scholarly journals Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties

2018 ◽  
Vol 52 (1) ◽  
pp. 31-44 ◽  
Author(s):  
Sharon Vaughn ◽  
Garrett J. Roberts ◽  
Jeremy Miciak ◽  
Pat Taylor ◽  
Jack M. Fletcher
Keyword(s):  
Reading Fluency ◽  
Treatment Condition ◽  
Word Reading ◽  
Reading Difficulties ◽  
Fifth Grade ◽  
Reading Outcomes ◽  
Fifth Grade Students ◽  
Randomized Control Trial Design ◽  
Randomized Control ◽  
Business As Usual

We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition ( n = 139) or the treatment condition ( n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0. 58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).

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