scholarly journals MindPlay Virtual Reading Coach: Does It Affect Reading Fluency in Elementary School?

2019 ◽  
Vol 4 ◽  
Author(s):  
Heidi Kloos ◽  
Stephanie Sliemers ◽  
Macey Cartwright ◽  
Quintino Mano ◽  
Scott Stage
Keyword(s):  
Elementary School ◽  
Reading Fluency ◽  
Reading Coach

Oculomotor Training Using King-Devick Remediation and Elementary School Reading Fluency Outcomes

2015 ◽  
pp. 130-134
Keyword(s):  
Elementary School ◽  
Retrospective Study ◽  
Elementary Students ◽  
Reading Fluency ◽  
Training Methods ◽  
Signed Rank ◽  
School Training

Background: Oculomotor training has been associated with improvements in reading fluency, but the physical act of reading is not typically taught in schools. The purpose of this retrospective study was to examine reading fluency outcomes in elementary students following oculomotor training. Methods: Pre- and post-training Scholastic Reading fluency benchmarks were reviewed for nine students (Grade1 through 4) who had undergone 6-week in-school training using King-Devick(K-D) Remediation software. Results: All students demonstrated improvement in reading fluency scores following training and this was statistically significant (p=0.008,Wilcoxon signed-rank). Conclusion: Findings support prior research that oculomotor training results in improved reading fluency.

scholarly journals Fostering word fluency of struggling third graders from Germany through motivational peer-tutorial reading racetracks

2021 ◽  
Author(s):  
Anne Barwasser ◽  
Karolina Urton ◽  
Matthias Grünke ◽  
Marko Sperling ◽  
David L. Coker
Keyword(s):  
Elementary School ◽  
Word Recognition ◽  
Reading Fluency ◽  
Text Comprehension ◽  
Formal Education ◽  
Early Years ◽  
Control Group ◽  
Word Fluency ◽  
School Students ◽  
The Impact

AbstractAutomation of frequently used words is a key component in the development of reading fluency. However, acquiring fast word recognition skills is a serious challenge for many children in their early years of formal education. Lagging word recognition leads to general reading problems, as fluency is a vital prerequisite for text comprehension. Recent research shows that the percentage of struggling elementary school readers in Germany is increasing, speaking to the need for widespread implementation of effective word recognition interventions. This pilot study aims to provide preliminary evidence of the effectiveness of peer-tutorial reading racetrack training with an integrated motivational system for the sight word fluency of German struggling elementary school students. The intervention comprised twelve 15-min teaching units over a period of three weeks. To encourage reading motivation, the intervention included graphing of performance scores and a group contingency procedure. A control-experimental group design (N = 44) with pre-, post-, and two follow-up measurements (each after five weeks) was employed to investigate the impact of the treatment on decoding sight words at an appropriate speed. Results demonstrated a significant performance increase in the treatment group, relative to the control group. The effect size can be considered very high (partial η2 = .76), indicating that this brief training has the potential to enhance the word recognition of struggling elementary students.

scholarly journals Phonology Processing and Reading Ability in Elementary School-aged children with Cleft Palate

2021 ◽  
Vol 26 (3) ◽  
pp. 686-699
Author(s):  
Yu Gyeong Choe ◽  
Seunghee Ha
Keyword(s):  
Elementary School ◽  
Reading Fluency ◽  
Phonological Processing ◽  
Reading Ability ◽  
Digit Span ◽  
Speech Sound ◽  
Preschool Age ◽  
Nonword Repetition ◽  
School Aged Children ◽  
Reading Abilities

Objectives: This study aimed to examine the phonological processing and reading abilities of elementary school-aged children with and without cleft palate (CP).Methods: The participants were 10 children with CP and 12 typically developing children in the first to the second grades of elementary school. All children with CP in the study were identified with speech and language development problems during preschool age and were recommended speech and language therapy. The performances of phonological processing were measured in terms of phonological awareness (syllable and phoneme awareness), phonological memory (nonword repetition, digit span and backward digit span), and rapid automatized naming. The reading abilities were also measured in terms of decoding, reading fluency and reading comprehension. The correlations among vocabulary, articulation, and phonological processing and reading ability were examined.Results: Children with CP showed significantly lower performances in phonological awareness of syllable level and nonword repetition than typically developing children. Also, significant group differences were seen in all decoding and reading comprehension tasks except reading fluency. The results showed that nonword repetition performances of children with CP were highly correlated with receptive vocabulary and percentage of consonants correct.Conclusion: This study confirmed that school-aged children with CP who showed speech sound disorders in preschool age are likely to have difficulties in phonological processing and reading. Therefore, this study suggested that comprehensive evaluation of phonological processing skills should be performed more actively in preschool children with CP who show speech sound disorders, and intervention should continue to improve reading skills for school age.

scholarly journals Scale of Perception and Analysis of Reading Fluency - SOLAR: usability and consistency

Revista CEFAC ◽  
2021 ◽  
Vol 23 (6) ◽  
Author(s):  
Luciana Mendonça Alves ◽  
Rafael Teixeira Scoralick Dias ◽  
Júlia Barcelos Lara ◽  
Luiz Felipe dos Santos ◽  
Leticia Corrêa Celeste ◽  
...  
Keyword(s):  
Elementary School ◽  
Correlation Coefficient ◽  
Undergraduate Students ◽  
Reading Fluency ◽  
Speech Therapy ◽  
Intraclass Correlation ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Reading Methods

ABSTRACT Objective: to analyze the consistency of responses of evaluators and to verify the usability of the perception and analysis of SOLAR (Science of Language and Reading) Methods: a non-experimental descriptive cross-sectional study. Elementary school teachers and undergraduate students of speech therapy and pedagogy participated as the judges. The judges used the SOLAR Scale as an instrument to analyze the reading fluency of twenty audios recorded by elementary school students. Usability comparisons were performed using the Kruskal Wallis test and two-by-two comparisons using the Mann Whitney test. To analyze the consistency of the responses between the judges, the calculation of the interclass correlation coefficient was used. Results: the analysis of the reliability of the answers showed an excellent intraclass correlation coefficient for all the skills of the Scale. As for the usability of the Scale, more than 80% of the participants positively evaluated the assessment. This was verified through the usability questionnaires which confirmed that it was easy to use, with clear guidelines and that users felt comfortable and confident using it. Conclusion: SOLAR obtained good results in reliability and consistency with excellent agreement between the evaluators. These results indicated satisfactory reliability of the SOLAR items and favorable qualitative ratings from users.

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