Reading Fluency Of Students Research Articles

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.

The Effect of Storytelling Through Craft Activities on Reading, Writing and Reading Fluency in Students with Learning Difficulties

The Effect of Storytelling Through Craft Activities on Reading, Writing and Reading Fluency in Students with Learning Difficulties

Exploring VR Games for Enhancing Reading Fluency for Students with Reading Disabilities

Virtual reality (VR) has transformed education by providing an immersive and interactive learning experience. This paper explores the introduction of VR games in education, with a focus on supporting students with dyslexia and hyperlexia. It discusses the importance of understanding reading skills and reading disabilities and highlights the current strategies employed by middle school teachers to address these needs. The potential of VR to enhance reading skills and literacy development is then explored, emphasizing the benefits of personalized and targeted interventions. The paper further delves into the design considerations for effective VR-based educational games and simulations that enhance students' reading skills, including interactivity, immersion, and adaptive challenges. Practical considerations, ethical and equity considerations, as well as future directions and emerging trends in this educational game, are also discussed. By leveraging VR technology, educators are more likely to create inclusive and impactful learning experiences that enhance reading skills and foster a love for reading among students.

Teaching Sight-Words to Enhance Word Recognition and Reading Fluency of Students with Specific Learning Disabilities at the Primary Level

The students with specific learning disabilities receiving tailored instructions became non-readers and developed frustration during the closure due to COVID-19. The present research aims to investigate the reasons and provide intervention solutions to improve their word recognition and reading fluency. Seven students from grade three participated in the study. The participants were assessed by presenting grade-level stories from their textbooks. The time taken by them to read the story was recorded. The errors made by them were recognised, graded, and analysed. Analysis reveals that while teaching reading, the practice of sight-words and high-frequency word recognition is a major concern. The researchers prepared an intervention program using Dolch sight-words, with a list of high-frequency words with multiple rounds of instruction and practice for a period of four weeks. The results reveal that the intervention program improved word recognition ability and fluency skill. The number of errors made by students decreased, and the time required to complete the story improved. Results indicate that training in sight-words enabled students to generalise the relationship between sounds and letters and apply it to the new word while reading.

Effects of a Summer Tutoring Program on Reading Achievement in Grades K-5

The purpose of this study was to evaluate the effects of an 18-day summer tutoring program in which graduate student tutors delivered 15 minutes of differentiated reading instruction (DRI) and a 30-minute interactive read-aloud (IRA) lesson each day. Students in grades K-5 (N = 179) attending a summer program at one urban elementary school completed a lesson-specific combination of pretest and posttest measures of letter-sound knowledge, decoding skills, oral reading fluency, and academic reading attitudes. Students were assigned to groups targeting phonemic awareness and word recognition (PAWR), word recognition and fluency (WRAF), fluency and comprehension (FAC), or vocabulary and comprehension (VAC) based on skill profiles. Paired-samples statistical tests were used to analyze pretest and posttest measures, and tutors were observed with a checklist to document implementation fidelity. Results indicated significant gains on specific subskill mastery measures of letter-sound knowledge for students in PAWR groups and decoding skills for students in PAWR and WRAF groups. Results were not significant for a curriculum-based measure of oral reading fluency for students in FAC groups and were significantly negative for students in VAC groups. There were no significant differences in gains based on instructional group size. There was no evidence of summer learning loss on academic reading attitudes. Tutors were able to implement DRI and IRA lessons with acceptable fidelity. These findings suggest that a summer tutoring program delivered by graduate students can improve targeted reading skills without negatively impacting reading attitudes.

A Study on the Characteristics Analysis of first-year student's Reading Fluency

본 연구는 초등학교 1학년 한글 미해득 학생의 음독에서 나타나는 오류를 분석하고 이를 토대로 읽기 유창성 발달을 위한 교육적 제언을 하는 데 그 목적이 있다. 본 연구는 참여한 학습자가 흥미를 보였던 도서 1권을 정해 연구를 수행하였다. 본 연구에는 9월 ‘한글 또박또박’ 검사에서 한글 미해득 판정을 받고 12월 동일 검사에서는 해득 중 완성 판정을 받은 1명, 해득 중 보충 판정을 받은 1명, 미해득 판정을 받은 1명이 참여하였다. 이들의 음독 분석 후 다음과 같은 특징을 발견하였다. 첫째, 한글 해득 정도가 낮을수록 끊어 읽기를 하거나 소리를 길게 늘여 읽는 경향이 있었다. 둘째, 뜻을 잘 모르거나 혹은 처음 접하는 낱말이 제시되었을 때 대체로 입문기 학습자들은 잠시 멈추는 등의 여러 가지 방법을 통해 해당 낱말을 읽으려는 시도를 하였다. 그러나 한글 해득 학습자가 자기 교정을 통해 바르게 읽으려고 노력한 반면, 한글 미해득 학습자는 이미 알고 있는 소리와 비교하며 자신의 읽기를 점검하려고 노력한 점이 달랐다. 셋째, 한글 해득 정도가 낮을수록 연음 현상이나 사잇소리 현상이 실현되지 못하였고 특히 명사와 조사의 결합에서 나타나는 연음 현상은 거의 실현되지 못하는 모습을 보였다. 넷째, 한글 해득 학습자의 읽기 시간은 5차례 진행될 동안 크게 변하지 않았으나 한글 해득 정도가 낮은 학습자가 반복하여 읽을 경우, 읽는 데 소요되는 시간이 지속적으로 줄어듦을 확인하였다.This study analyzed errors in the reading fluency of first-year students and provided educational suggestions for its’ development. This study confirmed that prior research and reading fluency tests are empirical methods for predicting reading ability. Three students who had participated in the Hangul reading test program developed by the Curriculum Evaluation Institute participated in this study. One of them was found to not have mastered or supplemented Korean in September and completed it in December, whereas the other was found to have not. The study found the following characteristics. First, the lower the degree of understanding Korean, the more likely it was that the participant had interrupted reading or read by stretching the sound. Second, when they did not know the meaning or first encountered, they generally attempted to read the word using various methods, such as a pause. Third, the lower the degree of understanding Korean, the less accurate the reading sound. Fourth, the lower the degree of Korean language acquisition, the faster the reading lesser time.

Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting

Students with disabilities in upper elementary grades who read well below grade level often require one-to-one intensive intervention. The following study examines the effects of a combined explicit decoding plus frequency building intervention on consonant–vowel–consonant (CVC) word reading fluency. Participants were two third-grade students and one fourth-grade student receiving special education services from an urban U.S. elementary school. Delivered during the intervention block, the students practiced 5 to 8 min per day over 8 to 9 days per word list. The multiple probe design demonstrated an experimental effect for all three participants, with significant gains revealed on individual word lists, curriculum-based assessment, and curriculum-based measurement.

Reading fluency during the COVID-19 pandemic: a longitudinal and cross-sectional analysis.

International studies performed during the periods of social isolation highlighted the potential loss of student's learning skills. The present study fills a gap in Brazilian research on this topic and focuses on the development of reading fluency. To investigate the development of the reading fluency of students in the early years of elementary school during e-learning as a result of the social distancing measures put into effect due to the coronavirus disease 2019 (COVID-19) pandemic. Students from grades 2 to 5 were recorded. The number of words read per minute and of those read correctly per minute were analyzed. Descriptive statistical analysis was performed, using analysis of variance (ANOVA) for repeated measures with Bonferroni correction in the longitudinal study, and the t-test in the cross-sectional study. In the cross-sectional study, 162 students participated. Only the comparison between the 2nd grade classes of 2020 and 2021 showed a statistically significant difference. In the prepandemic classes, the students had better results in reading accuracy than the students assessed during the pandemic. The longitudinal study included 75 students, who improved in fluency rate and accuracy as expected between March and December 2020. In March 2021, the results showed a drop, which may be related to school closures during the Brazilian summer vacation. The present research demonstrates the results of Brazilian students in terms of the development of reading fluency during the pandemic. There was an expressive development in grades 2 and 3, with stability in the following grades. The 2nd grade class of 2021 suffered a major impact due to the pandemic.

The implementation of choral reading method in improving student’s reading fluency

This study aims to improve students' Students Reading Fluency through Choral Reading Method at the Seventh Grade Students of SMP N. 1 Botupingge. This research is a Classroom Action Research (PTK). The subjects of this study are the students of grade VII SMP N. 1 Botupingge who numbered 22 students. This study consists of two cycles. Each cycle consists of four stages, namely planning, implementation, observation, and reflection. Data collection techniques used in this study is test observation, and documentation. The research instruments used include the observation sheet, the test of reading fluency (accuracy, Rate, and Prosody) and documentation. The collected data were analyzed using qualitative descriptive analysis technique and supported by quantitative data. The results of this study indicate that the implementation of choral reading can improve students’ reading fluency in students of class VII SMP N. 1 Botupingge both in terms of process and product. The improved processes can be seen in student activities in the learning process. This is indicated by the increase of students in attention to learning, enthusiastic liveliness, and atmosphere of learning in the classroom more conducive. Improving process quality has a positive impact on product quality improvement. This is seen in the test results of reading fluency starting from cycle 1 up to cycle 2. Based on this result, it can be concluded that choral reading method can improve students’ reading fluency at seventh grade of SMP N. 1 Botupingge.

The implementation of choral reading method in improving student’s reading fluency

This study aims to improve students' Students Reading Fluency through Choral Reading Method at the Seventh Grade Students of SMP N. 1 Botupingge. This research is a Classroom Action Research (PTK). The subjects of this study are the students of grade VII SMP N. 1 Botupingge who numbered 22 students. This study consists of two cycles. Each cycle consists of four stages, namely planning, implementation, observation, and reflection. Data collection techniques used in this study is test observation, and documentation. The research instruments used include the observation sheet, the test of reading fluency (accuracy, Rate, and Prosody) and documentation. The collected data were analyzed using qualitative descriptive analysis technique and supported by quantitative data. The results of this study indicate that the implementation of choral reading can improve students’ reading fluency in students of class VII SMP N. 1 Botupingge both in terms of process and product. The improved processes can be seen in student activities in the learning process. This is indicated by the increase of students in attention to learning, enthusiastic liveliness, and atmosphere of learning in the classroom more conducive. Improving process quality has a positive impact on product quality improvement. This is seen in the test results of reading fluency starting from cycle 1 up to cycle 2. Based on this result, it can be concluded that choral reading method can improve students’ reading fluency at seventh grade of SMP N. 1 Botupingge.

The correlation between students' reading fluency and their reading comprehension

As stated in the literature, it is widely accepted that reading fluency and comprehension are critical components of English learning. Reading fluency, which refers to a person's ability to read a text quickly and accurately, is a necessary skill for students when learning English, and numerous studies on reading fluency and comprehension have been conducted. However, research on the relationship between reading fluency and reading comprehension at the high school level is still uncommon. Therefore, this research sought to determine the relationship between students' reading fluency and reading comprehension. This study took a quantitative approach, collecting data from 36 students in Class XI IPA 1 at UPT SMA Negeri 3 Empat Lawang using an oral reading fluency test and a reading comprehension test. The data were analysed using the Person Product-Moment correlation analysis in SPSS Version 20 for Windows. This study found a strong correlation between reading fluency and reading comprehension (0.000<0.829). The higher the reading fluency of students, the higher their reading comprehension achievement will be. On the contrary, the lower the reading fluency of students, the lower their reading comprehension achievement. The implications of the study’s findings and suggestions for future research are also discussed.

Reading Fluency of Students, Tagbilaran City College, Tagbilaran City, Bohol

Reading is an essential macro skill everyone should develop, especially students. The primary thrust of this study was to determine the student's reading fluency in Tagbilaran City College, Tagbilaran City, Bohol, for Academic Year 2019-2020. This quantitative research involved 256 first-year students in all degree programs. This study utilized the free reading speed test software of the Ace Reader program as a tool to determine reading fluency in terms of speed and comprehension. As to the findings, it revealed that the respondents are Instructional readers. Moreover, the study found that there is no significant relationship between students’ profiles and reading fluency. There is no significant difference in reading fluency between male and female respondents. However, there is a significant variance in the reading fluency of the respondents among complexity levels. Furthermore, the post hoc analysis using the Pairwise Comparisons showed that the respondents have a faster reading speed in the Critical, Interpretive, and Applied Complexity levels. Also, it revealed that the respondents have the highest comprehension at the Literal level and the lowest at the Critical level. The study also showed that the respondents have better reading fluency in the Literal and Interpretive levels than in the Applied and Critical levels. The study concluded that the respondents tend to read faster as the complexity level increases; however, they tend to comprehend less as the complexity level increases. Hence, the respondents' fluency decreased as the complexity level increased.

Effective Interventions on Reading Fluency for Students with Learning Disability

Effective Interventions on Reading Fluency for Students with Learning Disability

Development and feasibility analysis of an assistance system for high school students with dyslexia

BackgroundStudents with dyslexia may be at a disadvantage on timed assessments that require reading skills compared to their non-dyslexic peers, even though they are not necessarily less intelligent or less prepared than these students. AimsThe study aims to analyze the possible benefits in reading comprehension and reading fluency of students with Dyslexia when using an assistance tool in an evaluation that requires reading skills. Methods and proceduresEach participant with dyslexia did a reading comprehension assessment in two different reading interfaces: on a white paper and in our previously developed tool, in order to assess and compare their reading comprehension and reading fluency. Outcomes and resultsThe results obtained show that students with dyslexia could benefit from the point of view of fluency and reading comprehension by using compensation software that helps them read in situations of anxiety. Conclusions and implicationsProperly designed assistive tools can enhance the reading skills of young people with dyslexia. The developed tool should be improved considering the improvements proposed in the present studies, in the same way it is suggested to carry out a study with a larger number of participants and evaluate them individually.

The Relationship between Phonological Awareness and Reading Fluency for Elementary Second and Third Grade Dyslexic Students

This study explored the relationship between phonological awareness and reading fluency in students with dyslexia in grades 2 and 3. A related purpose was to examine the differences between males and females in their phonological awareness and reading fluency skills. The sample consisted of 41 students (21 boys and 20 girls), aged between 8 and 9 years. The study tools included the phonological awareness test and the reading fluency test. The results of the study showed that there was a significant correlation (r = .44) between the male/female students’ scores on the test of phonological awareness and their reading fluency test scores. Simple linear regression analysis showed that students’ scores on the test of phonological awareness predicted their scores on the test of reading fluency (β = .44, p ˂ .003). The independent-samples t test showed no significant differences between dyslexic male and female students on the phonological awareness and reading fluency tests. The study recommended the necessity of conducting experimental studies to develop phonological awareness and reading fluency skills for students with dyslexia.

The Effectiveness Strategies for Students with Reading Challenges: New Frontiers

This paper identifies a range of challenges that students with reading disabilities are made to encounter in educational settings. The paper draws on the relevant literature through annotated bibliography, considering studies on oral reading fluency initiatives and interventions towards communicatively competent learners. The paper’s main trajectory of examination is a set of eight articles, of which five are experimental, two correlational, and one developmental. These articles, as my paper shows, underline reading fluency in educational institutions, where language teachers should be able to provide multiple reading strategies and interventions in order to enhance the reading fluency of students. Concluding with suggestions that are applicable to teachers and students, this paper asserts that no one single branch of knowledge can wear a single hat, and therefore that we need to connect with, not to ignore, researchers who work in the concerned area.

Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education

This study investigated why some Finnish students receive part-time special education in Grade 1, duration of that support, and its relation to student reading fluency, reading comprehension, and arithmetic fluency development. The participants included two groups from Grade 1 receiving part-time special education (1–2 years vs. 3–4 years) and a control group comprising the remaining participants from the study. Teachers identified reading and expressive language difficulties as the main reasons for part-time special education in Grade 1. By Grade 4, students who received support until Grade 1 or 2 caught up the level of the control group especially in reading fluency. Students who had received support until Grade 3 or 4 exhibited more persistent and overlapping difficulties with attention, receptive language, memory, and motivation. Additionally, by Grade 4, differences from the control group remained statistically significant for all three skills. Implications for enhancing special education interventions for students with persistent and overlapping learning difficulties are discussed.

Evaluating the effect of parent reading interventions on improving reading fluency of students with reading difficulties

AbstractThe current study examines the effect of parent reading interventions on the reading fluency of students with reading disabilities. The experimental procedure was carried out in two stages. In the first stage, the Brief Experimental Analysis procedure was followed to determine the most effective reading fluency intervention for all participants, and in the next step, the parental delivery of the selected intervention procedure took place. Brief experimental analysis was used to identify appropriate reading fluency intervention for each participant. Parents were trained to use the intervention strategies with their children. They implemented the procedures during parent‐tutoring sessions at home and results were measured continuously to determine whether generalization occurred. Parent and child satisfaction with the interventions was assessed. Results demonstrated generalized increases in reading fluency in both high‐word‐overlap and low‐word‐overlap passages as a function of parent tutoring. Also, acceptability ratings by children and their parents indicated that they viewed the interventions as acceptable and effective.

Rapid Automatized Naming (RAN) and Its Relationship to Phonological Awareness and Reading: A Pilot Study in a Greek Sample of Students with Dyslexia

Introduction: Reading impairment in children with dyslexia stems from either a phonological awareness deficit or a deficit in rapid automatized naming. Both deficits constitute the double deficit hypothesis of dyslexia. The aim of the present study was to assess phonological awareness and rapid automatized naming in a group of Greek-speaking children with dyslexia and to correlate their performance in phonological awareness and rapid automatized naming with reading fluency (accuracy and comprehension) scores. Method: Participants were 23 children with a formal diagnosis of dyslexia and 27 typically-developing children with no other learning difficulties or dyslexia. All children were monolingual speakers of Greek and they were administered a naming speed test, a fluency test, a phonological awareness test and reading accuracy and comprehension tasks. Results: Students with dyslexia scored worse in most phonological awareness, rapid automatized naming and reading fluency measures in comparison to their non-dyslexic peers. In addition, students with dyslexia needed more time to complete the rapid automatized naming tests. Positive correlations were found between phonological awareness, rapid automatized naming and reading fluency tests for both groups of students. Specifically, rapid automatized naming and phonological awareness explained 9.3% and 21.8%, respectively, of the variance in the reading fluency of students with dyslexia, while the respective contributions of rapid automatized naming and phonological awareness to the reading fluency for non-dyslexic students were 2% and 9.3%, respectively. Discussion and Conclusion: Phonological awareness and rapid automatized naming can be reliable predictors of reading fluency even in orthographically consistent languages (i.e., Greek), offering support to the double deficit hypothesis. In addition, combining phonological awareness and rapid automatized naming tests seems to be a quick and reliable way to early identify children at risk of reading difficulties in the first grades of primary school.

개별화 읽기교수를 위한 전문성개발 프로그램이 읽기부진 아동의 해독 및 읽기 유창성에 미치는 효과

개별화 읽기교수를 위한 전문성개발 프로그램이 읽기부진 아동의 해독 및 읽기 유창성에 미치는 효과