Oral Reading Research Articles

Analisis Kemampuan Membaca Lancar Level 2 Siswa SD

Fluent reading is the ability to master codes consisting of words by paying attention to the following factors: the ability to identify words automatically, the speed at which words move from one word to another, the procedures or expressions used in oral reading and accuracy. in translating the code to ensure the decoding process and understanding of the text being read. Therefore, the aim of this research is to analyze students' fluent reading abilities at level 2 in terms of reading accuracy and speed as well as fluency in reading texts with appropriate pauses, intonation and expression. The method used is a case study method through a reading test which is designed to assess the three main components of pauses, intonation and expression. The research subjects consisted of 3 2nd grade elementary school students|

"Speech Is Golden": The Importance of Colloquial Arabic for Reading Standard Arabic for Beginning Readers.

We investigated the role of spoken language in the acquisition of literacy in the context of Arabic diglossia, where the written language, Standard Arabic, deviates substantially from the spoken language, Colloquial Arabic, children acquire naturally from birth. The participants (N = 110; 40 girls) were Saudi Arabic-speaking children in Grades 2-4. Children completed assessments of oral paragraph reading and word decoding using a vowelized script. They also completed three spoken assessments of Colloquial Arabic, which include sentence comprehension, sentence completion, and pragmatic knowledge, as well as a test of phonological awareness. We used path analysis to investigate the contributions of each of the spoken language indicators, decoding, and phonological awareness to reading comprehension (RC) in single and multiple serial mediator models. We found that spoken language (i.e., sentence comprehension, sentence completion, and pragmatic knowledge) and word decoding uniquely contributed to RC. Moreover, word decoding mediated the association between spoken language and RC. The path from spoken language to phonological awareness, then to word decoding, and finally to RC was inconclusive. While most studies on literacy acquisition in the context of Arabic diglossia focus on the linguistic distance between the colloquial (spoken) and the standard (written) language varieties, our results highlight the important contribution of spoken language skills to reading skills in Arabic despite this linguistic gap. The important implication of these findings is that spoken language interventions aimed at boosting children's narrative language skills in their home language (Colloquial Arabic) are an important tool for building a foundation for literacy in diglossia contexts.

Comparing young children’s oral and written story retelling: the role of ideation and transcription

ABSTRACT This study compared 76 six-year-old children’s performance on matched oral and written narrative retell tasks. Other predictors of children’s written story retell ability were also examined (i.e., oral narrative comprehension, phoneme awareness, spelling, and reading). Analyses of four groups, based on the number of words produced in the oral and written retells, were undertaken to identify the underlying factors contributing to children’s written retell performance. Children’s oral and written retells were strongly correlated on almost every measure, and children produced a significantly greater number of words in their oral retells. Hierarchical linear modelling found that 79% of the variance in written retell scores was explained by ideation (47%) and transcription measures (32%). The findings of this study demonstrate how ideation and transcription skills interact during the writing process and highlight the need for educators to address the key foundational skills that support children’s early writing success, during the first years of instruction.

Validating Curriculum-Based Measurement Oral Reading Fluency (CBM ORF) Applicability To Evaluate Arabic Readers’ Performance

While curriculum-based measurement (CBM) accurately indicates reading skills, such as progress monitoring and early detection of reading difficulty, it has yet to be developed for Arabic. This study aimed to develop and validate a curriculum-based measurement for oral reading fluency (CBM-ORF) tailored to assess Arabic language students' reading abilities and create preliminary norms for students from second to sixth grades. Methods and Procedures: Various forms of the CBM-ORF were developed and administered to a sample of 414 students. After data analysis, the students' readings were rated by teachers to compare the CBM-ORF with an independent measure. Outcomes and Results: The results indicate that the CBM-ORF exhibits strong reliability and validity, making it a valuable tool for monitoring progress and identifying reading difficulties in Arabic readers. Furthermore, ORF norms have been established and proposed. Conclusions and Implications: This study emphasizes the absence of a valid reading tool for Arabic language students. It offers resources for teachers to make data-driven decisions, especially for students with learning disabilities.

Appraising Linguistic and Reading Impairments in Kannada-Speaking Persons With Central Alexia.

Alexia is an acquired condition resulting in impaired abilities to comprehend and/or read aloud written scripts secondary to lesions in the brain involved in reading processes. Just as how linguistic aspects are multi-faceted in persons with aphasia (PWAs), the reading impairments also vary extensively across each PWA depending on the type and nature of the language deficits. Each language has its unique linguistic properties. Whether the impairment is in the spoken form or written form, the dissociations in both aspects across the linguistic distinctions are paramount. Given the diverse orthographic features of Kannada, alongside inquiries into the impairment in oral language skills among individuals with acquired reading difficulties, the study emphasizes distinguishing the concurrent language processes associated with reading impairment. The study aimed to explore the relationship between spoken language and reading abilities in Kannada-speaking post-stroke survivors with acquired alexia. The study recruited 15 Kannada-speaking adults with complaints of reading impairment post-ictus through convenient sampling. The enrolled participants included both males and females with a mean age of 42.2 years (SD=15.58; range=20-68) with 16 years of formal education. The study performed three primary investigations; a) linguistic, b) oral reading, and c) reading comprehension. Linguistic tasks entailed semantics, syntax, and phonological tasks. Oral reading entailed real word and non-word reading tasks. Reading comprehension tasks entailed single-word level, sentence-level, and paragraph-level tasks. Results of overall domain performance across linguistics, oral reading, and reading comprehension revealed superior performance in linguistics (M=71.77, SD=19.18) followed by reading comprehension (M=70.55, SD=24.10) and oral reading (M=41.55, SD=24.66), which was significant (p<0.05). Performance in phonology was weakest (M=58.06, SD=12.44) compared to syntax (M=71.13) and semantics (M=85.33) on comparing PWAs' abilities within the linguistic domain. Reading abilities were compared across oral reading and reading comprehension, which significantly varied (p<0.05), and reading comprehension abilities were superior (M=72.65, SD=24.10). Task-specific variabilities were significant (p<0.05) in both oral reading and reading comprehension, wherein, real word reading (M=58.22) and comprehension at a single level (M=80.22) were better performed. Results of correlation analysis revealed semantics (r=0.494, p<0.05) and phonology (r=0.428, p>0.05) were highly positively correlated to oral reading abilities. Syntax (r=0.412, p>0.05), and semantics (r=0.377, p>0.05) were strongly positively correlated to reading comprehension abilities. The study has convincingly shown that performance on reading-related tasks reflects the functionality of central semantic, phonological, and syntactic processing elements. The literate adults routinely interact with both spoken and written language and a comprehensive assessment framework of language processing must encompass both modalities (linguistic and reading) for individuals with alexia, specific to Indian languages. Owing to the transparent writing system of the Kannada language, a multimodal phonological and lexical-based reading treatment may prove to be beneficial in remediating reading impairments among adult post-stroke survivors.

Comparison between two phonological awareness tasks in Arabic

Phonological Awareness (PA) in deep orthographies like English can be used to predict reading abilities in later grades. PA is a sensitive measure in identifying Arabic speaking children who struggle to read. The main objective of the present study was to compare two matched versions of a sound blending task to determine whether any of the two created versions (i.e., one with short vowels and the other without short vowels) of this task could yield a more accurate measure of PA in children speaking Jordanian Arabic. Data was collected from 20 randomly selected schools in Jordan. A randomly selected sample of 200 participants in grade 4 who were randomly divided into two groups (100 students each) and were tested on word blending, elision, word recognition, and oral reading fluency. Each group of participants was tested using a different version of the word blending task, while the other tasks used to test the two groups were the same. The major finding of the study revealed a significant difference between the two versions of the blending task in favor of the assumption that using a task without short vowels can produce inflated scores (i.e., the blending task without short vowels yielded higher scores); such scores demonstrated weak correlation with the reading measures. The implications of the current study support the presentation of blending tasks with all the constituent segments of the word including short vowels (i.e., presenting the word with consonants, long vowels, and short vowels), which can better contribute to gauging children's PA abilities.

Improving Student Initial Reading and Reading Comprehension Skills Using Picture Card Media at 7th Grade SMP Bina Insan Mandiri Bogor

Improving Student Reading Loud and Reading Comprehension Skills Using Picture Card Media at SMP Bina Insan Mandiri Bogor. The aim of this study was to improve beginning reading skills using picture cards for 7th-grade students at SMP Bina Insan Mandiri Bogor. This type of research is Classroom Action Research (PTK) which is conducted in two cycles. The research design uses the Kemmis Mc model. Teggart with the subjects in this study were grade 7th with a total of 35 students. Techniques for collecting data used 1) oral reading tests and written reading comprehension tests, 2) observation, and 3) documentation. The data analysis technique uses descriptive statistical analysis, namely by finding the average. Indicators of student success must be achieved with a class average of 70 and a completeness of 80%. The results of the study show that learning about early reading using picture cards in English subjects can improve the reading skills of grade 7th at SMP Bina Insan Mandiri Bogor. 2. Pre-cycle reading ability was 65 and 54% completeness, in cycle 1 there was an increase to 68 and 66% completeness, in cycle II 74.14 with 88% completeness. In this study, the reading ability of class 7th SMP Bina Insan Mandiri Bogor with pronunciation, intonation, and reading comprehension increased until they reached the minimum mastery criteria (KKM) that had been set, namely 70 and 80% completeness in class. In cycle 1 use picture cards with a size of 13x6cm and with attractive colours. In cycle II use a bigger card, size 18x6 to facilitate learning for students in understanding reading.

The relationship between oral language abilities and reading: The case of children with developmental language disorder

Oral language abilities have been reported to be related to reading development. This relationship seems to be determined by orthographic systems and reading development. Children with developmental language disorder (DLD) show reading difficulties, although most studies focus on reading comprehension. The present study has two main objectives: to examine the reading performance of a group of Spanish-speaking children with DLD compared to a chronologically age-matched group of typically developing children (TD); and to study the relationship between oral language abilities and reading performance using network analysis. They were administered five standardized tests to obtain measures about oral language abilities and reading performance. Results showed that children with DLD were less accurate and slower in reading than TD children. Meanwhile, the network analyses suggest strong and stable connections between reading and oral production in the DLD group. This finding confirms the importance of language abilities for reading acquisition.

An exploratory characterization of speech- and fine-motor coordination in verbal children with Autism spectrum disorder

Autism spectrum disorder (ASD) is a neurodevelopmental disorder often associated with difficulties in speech production and fine-motor tasks. Thus, there is a need to develop objective measures to assess and understand speech production and other fine-motor challenges in individuals with ASD. In addition, recent research suggests that difficulties with speech production and fine-motor tasks may contribute to language difficulties in ASD. In this paper, we explore the utility of an off-body recording platform, from which we administer a speech- and fine-motor protocol to verbal children with ASD and neurotypical controls. We utilize a correlation-based analysis technique to develop proxy measures of motor coordination from signals derived from recordings of speech- and fine-motor behaviors. Eigenvalues of the resulting correlation matrix are inputs to Gaussian Mixture Models to discriminate between highly-verbal children with ASD and neurotypical controls. These eigenvalues also characterize the complexity (underlying dimensionality) of representative signals of speech- and fine-motor movement dynamics, and form the feature basis to estimate scores on an expressive vocabulary measure. Based on a pilot dataset (15 ASD and 15 controls), features derived from an oral story reading task are used in discriminating between the two groups with AUCs > 0.80, and highlight lower complexity of coordination in children with ASD. Features derived from handwriting and maze tracing tasks led to AUCs of 0.86 and 0.91, however features derived from ocular tasks did not aid in discrimination between the ASD and neurotypical groups. In addition, features derived from free speech and sustained vowel tasks are strongly correlated with expressive vocabulary scores. These results indicate the promise of a correlation-based analysis in elucidating motor differences between individuals with ASD and neurotypical controls.

The COVID-19 Pandemic and Oral Reading Fluency

The COVID-19 Pandemic and Oral Reading Fluency

Reaching the Top of Data Mountain: Postsecondary Students With Disabilities Use Data to Improve Fluency

Intervention studies focused on improving reading outcomes are scarce for postsecondary students with disabilities. Historically, comprehensive transition and postsecondary education programs (CTPs) for students with disabilities focused on employment, living, personal, and social skills over academic instruction. Recently, there is an emphasis to teach self-determination skills in postsecondary settings. For students in K–12, self-determination interventions positively impact academic outcomes. The present study tested the effects of a self-determination learning program—Data Mountain—on the oral reading fluency (ORF) of students with disabilities enrolled in a CTP. Using a feasibility study, 40 postsecondary students with disabilities were assigned to receive Data Mountain or progress monitoring activities only (comparison condition). Preliminary evidence from hierarchical linear modeling indicated Data Mountain students read an average of 20 more words per minute with a growth rate twice that of comparison students ( p &lt; .01). Findings provide evidence that postsecondary students with disabilities exhibit continued improvement on ORF progress monitoring.

Incorporating calibration errors in oral reading fluency scoring.

Oral reading fluency (ORF) assessments are commonly used to screen at-risk readers and evaluate interventions' effectiveness as curriculum-based measurements. Similar to the standard practice in item response theory (IRT), calibrated passage parameter estimates are currently used as if they were population values in model-based ORF scoring. However, calibration errors that are unaccounted for may bias ORF score estimates and, in particular, lead to underestimated standard errors (SEs) of ORF scores. Therefore, we consider an approach that incorporates the calibration errors in latent variable scores. We further derive the SEs of ORF scores based on the delta method to incorporate the calibration uncertainty. We conduct a simulation study to evaluate the recovery of point estimates and SEs of latent variable scores and ORF scores in various simulated conditions. Results suggest that ignoring calibration errors leads to underestimated latent variable score SEs and ORF score SEs, especially when the calibration sample is small.

Pedagogical sensitivity in successful drama educational reader’s theatre – experiences of the teachers

ABSTRACT Reader's theatre is a well–used and studied method for practicing oral reading. We examined teacher's experiences implementing our drama educational reader's theatre (DERT). We interviewed 12 Finnish teachers to find out what benefits teachers see in reader's theatre. The participants saw the approach as beneficial, not only considering reading but in various other areas as well. We also wanted to examine what kind of teacher actions lead to successful DERT. We found out that teachers' sensitivity on embodied level is essential, and the teacher should meet student needs carefully. Overall, implementing the programme seemed successful and beneficial for the students.

The Effects of Fidget Spinners on Oral Reading Fluency

Research on the effectiveness of fidget spinner use in the classroom to increase academic performance and behavior has had mixed results, with no studies evaluating the use of fidget spinners on reading performance. The current study examined the effects of using a fidget spinner on Aimsweb oral reading fluency probes for 66 students in the 3rd through 5th grades at an inner-city public charter school. Students completed an acceptability measure determining whether they liked using the fidget spinner and if they thought it helped them. Results indicated that the fidget spinner use neither significantly increased nor decreased student reading fluency, even for those students who indicated they read more when using the fidget spinner. The current study suggests that even if the fidget spinner does not produce a therapeutic effect there are no significant negative effects on student reading fluency.

Evaluating the Agreement between Oral, Armpit, and Ear Temperature Readings during Physical Activities in an Outdoor Setting.

Accurate body temperature measurement is essential for monitoring and managing safety during outdoor activities. Physical activities are an essential consideration for public health, with sports taking up an important proportion of these. Athletes' performances can be directly affected by body temperature fluctuations, with overheating or hypothermia posing serious health risks. Monitoring these temperatures allows coaches and medical staff to make decisions that enhance performance and safety. Traditional methods, like oral, axillary, and tympanic readings, are widely used, but face challenges during intense physical activities in real-world environments. This study evaluated the agreement, correlation, and interchangeability of oral, axillary, and tympanic temperature measurements in outdoor exercise conditions. Systems developed for specific placements might generate different sensor readouts. Conducted as an observational field study, it involved 21 adult participants (11 males and 10 females, average age 25.14 ± 5.80 years) that underwent the Yo-Yo intermittent recovery test protocol on an outdoor court. The main outcomes measured were the agreement and correlation between temperature readings from the three methods, both before and after exercise. The results indicate poor agreement between the measurement sites, with significant deviations observed post-exercise. Although the Spearman correlation coefficients showed consistent temperature changes post-exercise across all methods, the standard deviations in the pairwise comparisons exceeded 0.67 °C. This study concluded that widely used temperature measurement methods are challenging to use during outdoor exercises and should not be considered interchangeable. This variability, especially after exercise, underscores the need for further research using gold standard temperature measurement methods to determine the most suitable site for accurate readings. Care should thus be taken when temperature screening is done at scale using traditional methods, as each measurement site should be considered within its own right.

The Relationships of Oral Reading Fluency at Word, Sentence, and Passage Levels and Reading Comprehension in Chinese.

This study aims to expand our understanding of the relations of oral reading fluency at word, sentence, and passage levels to reading comprehension in Chinese-speaking secondary school-aged students. In total, 80 participants (46 males and 34 females) ranging from 13 to 15 years old joined this study and were tested on tasks of oral reading fluency at three levels, reading comprehension, and nonverbal IQ. Our results showed a clear relationship from fluency at the level of the word to the sentence and then the passage in oral reading fluency as well as both the direct and indirect importance of word-level oral reading fluency in reading comprehension. Only the indirect effect from word-level oral reading fluency to reading comprehension through passage-level oral reading fluency was significant. Our findings suggest that sentence-level oral reading fluency is the crucial component to reading comprehension in Chinese. Additionally, recognition of the potential value of unique features, such as syntactic awareness and word segment accuracy, that happen at the sentence level should be integrated into instructional activities for reading.

Speech connectedness predicts reading performance three months in advance: a longitudinal experiment

Aiming to verify the predictive value of oral narrative structure on reading acquisition, we followed 253 children (first and second graders) during an entire school year, assessing oral narratives and reading performances in five sessions. Transcriptions of oral narratives were represented as word-recurrence graphs to measure connectedness attributes. Connectedness predicted performance in phonological awareness, reading comprehension, and word reading accuracy 3–4 months in advance.

The Impact of Using a Differentiated Instruction-Based Program on Developing Egyptian EFL Preparatory School Students’ Oral Reading Fluency

The Impact of Using a Differentiated Instruction-Based Program on Developing Egyptian EFL Preparatory School Students’ Oral Reading Fluency

Enhancing Elementary Students’ Oral Reading Fluency Through Repeated Reading and Big Books

Reading is crucial for learning across all disciplines and to develop an understanding of the ever-changing world. Recently, reading activities in schools have been hampered due to modular and distance learning effected by the COVID-19 pandemic. This study aimed to address students’ oral reading fluency (ORF) and contribute to their reading development in the English language by employing repeated reading and Big Books interventions. Words correct per minute (WCPM) and accuracy rates were the main ORF components measured in this study. The sample involved 21 students in the Grade 4 level at Tinoc Central School (TCS), Tinoc, Ifugao, Philippines. The study employed an action research design and the Dynamic Indicators of Basic Early Literacy Skills ? Oral Reading Fluency (DIBELS – ORF or DORF) assessment over three periods. The participants’ ORF and the effect of employing repeated reading and Big Books as interventions were quantitatively analyzed. Results indicate that most participants had ORF WCPM and accuracy rates below the Grade 4 benchmark goals for English reading, indicating that they were at risk of reading difficulties. Some participants even attained ORF WCPM and accuracy rates below their grade level. Conclusively, there were positive improvements in the participants’ ORF across the interventions, signifying the impact of repeated reading using Big Books on their reading fluency. Improved ORF fosters a deeper understanding of textual content and enhances communication skills, preparing students for better academic achievements and successful social interactions. Considering the study’s findings, using repeated reading and Big Books to support students’ English reading achievement is highly suggested for elementary reading enhancement.

A longitudinal study of the efficacy of the Cellfield reading intervention in a South African context

ABSTRACT The Cellfield reading intervention is based on the multi-deficit theory of reading difficulties and addresses several foundation skills of reading simultaneously. Existing research has confirmed that the Cellfield intervention leads to improvement in reading skill directly following the intervention, but little data exist to determine the long-term efficacy of Cellfield. The present study investigated the long-term efficacy of the Cellfield intervention in a group of South African children. Fifty-two struggling readers were assessed via two standardised tests (Woodcock Reading Mastery Tests and Gray Oral Reading Test). Of the 52 readers, 41 underwent the Cellfield intervention, while 11 did not. Children were assessed on six reading variables before the intervention and directly following the intervention (treatment group). Both groups were re-assessed on the same variables at least a year after the intervention ended. Statistical analyses showed that advances in the treatment group directly after the intervention were maintained in the long term.