共查询到20条相似文献，搜索用时 26 毫秒
1.
Paul T. Cirino Melissa A. Romain Amy E. Barth Tammy D. Tolar Jack M. Fletcher Sharon Vaughn 《Reading and writing》2013,26(7):1059-1086
This study investigated how measures of decoding, fluency, and comprehension in middle school students overlap with one another, whether the pattern of overlap differs between struggling and typical readers, and the relative frequency of different types of reading difficulties. The 1,748 sixth, seventh, and eighth grade students were oversampled for struggling readers (n = 1,025) on the basis of the state reading comprehension proficiency measure. Multigroup confirmatory factor analyses showed partial invariance among struggling and typical readers (with differential loadings for fluency and for comprehension), and strict invariance for decoding and a combined fluency/comprehension factor. Among these struggling readers, most (85 %) also had weaknesses on nationally standardized measures, particularly in comprehension; however, most of these also had difficulties in decoding or fluency. These results show that the number of students with a specific comprehension problem is lower than recent consensus reports estimate and that the relation of different reading components varies according to struggling versus proficient readers. 相似文献
2.
Rihana Shiri Williams Omer Ari Carmen Nicole Santamaria 《Journal of Research in Reading》2011,34(2):215-231
Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post‐secondary students (e.g. struggling and non‐struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open‐ended) was compared in order to identify the test format that contributes greater variance in reading comprehension. One hundred participants were recruited from students enrolled in a preparatory course for a high‐stakes statewide reading examination. Our results suggest that all three measures have good concurrent validity. There was no evidence that open‐ended cloze performance was more related to verbal ability than any other reading measure. Maze performance did the best job at discriminating between our struggling and non‐struggling readers. Implications for reading comprehension assessment in post secondary‐aged adults are discussed. 相似文献
3.
Despite advances in the science of teaching reading, there still exists a small percentage of students who fail to make the expected progress in reading‐related skills, notwithstanding attempts at intervention. Even if these struggling readers learn to decode adequately, fluency remains a problem for many, and little is known about the effectiveness of fluency interventions for older students with severe reading deficits. This study used a randomized experimental design to test the efficacy of a fluency intervention program on the word‐identification and reading‐comprehension outcomes of 60 middle‐school students with severe reading delays. Results showed that students in the experimental group made more progress on standardized tests of reading fluency than students in the control group. No gains were seen in reading comprehension. 相似文献
4.
Joseph R. Jenkins Lynn S. Fuchs Paul Van Den Broek Christine Espin Stanley L. Deno 《Learning disabilities research & practice》2003,18(4):237-245
The purpose of this study was to examine (1) the performance levels and the magnitude of performance difference between students with reading disabilities (RD) and skilled readers when reading a typical classroom text; (2) the hypothesis that students with RD have specific difficulty using context in such a way that reading fluency is affected; and (3) whether RD subtypes may be differentiated according to performance on contextual and context‐free reading tasks. Two groups of fourth graders (85 skilled readers and 24 students with RD) completed a standardized test of reading comprehension, read aloud a folktale, and read aloud the folktale's words in a randomly sequenced list. Performance was scored as correct rate and percentage correct. Based on the number of words per idea unit in the passage, we also estimated the rate at which reader groups encountered and processed text ideas. Compared to the RD group, skilled readers read three times more correct words per minute in context, and showed higher accuracy and rates on all measures. Both context and isolated word‐reading rates were highly sensitive to impairment. We found no evidence for RD subtypes based on these measures. Results illustrate differences in reading levels between the two groups, the temporal advantage skilled readers have in linking text ideas, how word reading differs as a function of task format and performance dimension, and how limited word‐identification skills (not comprehension) produce contextual reading difficulties for students with RD. 相似文献
5.
Diana S. Hooley Justin Thorpe 《Educational technology research and development : ETR & D》2017,65(5):1215-1238
Older student reading of informational texts like those found in most high school classrooms continue to be a concern. College entrance exams scores attest to the fact that this age group of readers remain largely unprepared for the rigorous, discipline area reading and comprehension demands of higher education. In response to this issue content area teachers have been encouraged to teach reading skills for their subject matter. Standard reading instruction tools have included reading guides and summative reading assessments. This study sought to compare the effects of standard reading pedagogy with computerized, formative reading assessments given to students as they read. The largest publisher of high school textbooks, Pearson Prentice-Hall, and the publisher of the high school government text used in this study currently does not have in place digital, formative reading assessments tracking section by chapter section. High school seniors in nine sections of American Government under two different instructors participated in this mixed method, quasiexperimental study. Results indicate a significant difference in content comprehension with the formative assessment pedagogy. Survey and questionnaire responses suggest students thought they read better and were more motivated to read responding to computerized formative assessments (CBA’s) that closely tracked their subject matter textbooks. 相似文献
6.
In this study we examined the effectiveness of a reading intervention targeting a group of 24 struggling readers in ten primary schools in Ireland. The intervention consisted of two components; component one consisted of 15‐20 minutes delivery of the Toe‐by‐Toe programme (a well established systematic synthetic phonics programme) and the second component consisted of 15‐20 minutes guided oral reading using levelled texts. Using standardised measures of word reading, reading fluency, reading comprehension, word attack skills and spelling, we found that after five months of the intervention, the majority of the pupils made significant improvements in reading and reading fluency. The reading comprehension improvements were more varied with almost a quarter of participants showing remarkable progress, while the remainder recorded considerably less impressive gains. These results are very encouraging for classroom practitioners and demonstrate that research validated approaches can help at‐risk readers close the gap with their typically developing peers. 相似文献
7.
Christopher H. Skinner Jacqueline L. Williams Jennifer Ann Morrow Andre D. Hale Christine E. Neddenriep Renee O. Hawkins 《Psychology in the schools》2009,46(10):1036-1047
This article describes a secondary analysis of a brief reading comprehension rate measure, percent comprehension questions correct per minute spent reading (%C/M). This measure includes reading speed (seconds to read) in the denominator and percentage of comprehension questions answered correctly in the numerator. Participants were 22 4th‐, 29 5th‐, and 37 10th‐grade students. Results showed that reading speed accounted for much of the variance in Broad Reading Cluster scores and subtest scores of the Woodcock–Johnson III Tests of Achievement across all grade levels. Converting reading speed to the rate measure %C/M increased Broad Reading Cluster variance accounted for in the 4th‐ and 5th‐grade sample, but decreased the Broad Reading Cluster variance accounted for in the 10th‐grade sample. Discussion focuses on the importance of reading speed and the failure to enhance validity of a brief rate measure in more skilled readers by incorporating a direct measure of comprehension. © 2009 Wiley Periodicals, Inc. 相似文献
8.
In the present study, we examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models with latent variables using data from 316 first-grade students, (a) silent and oral reading fluency were found to be related yet distinct forms of reading fluency, (b) silent reading fluency predicted reading comprehension better for skilled readers than for average readers, (c) list reading fluency predicted reading comprehension better for average readers than for skilled readers, and (d) listening comprehension predicted reading comprehension better for skilled readers than for average readers. 相似文献
9.
Many struggling readers, students with English as a second language, and children with disabilities do not engage in the strategies that good readers use when reading for understanding. Reading comprehension depends upon the students’ ability to successfully use strategies to monitor and control their own comprehension. Teachers need to help students develop skills that will aid in reading comprehension. The think-aloud is one strategy that can help struggling readers improve fluency and comprehension. One of the most important components to determine the success of the think-aloud is the teacher’s ability to model and facilitate the think-aloud procedure. The teacher needs to have a basic understanding of what is meant to be accomplished using this method. This article profiles how three teachers model and facilitate a think-aloud with three struggling readers. 相似文献
10.
Exploring the syntactic skills of struggling adult readers 总被引：1，自引：0，他引：1
Nicole A. Taylor Daphne Greenberg Jacqueline Laures-Gore Justin C. Wise 《Reading and writing》2012,25(6):1385-1402
This study investigated the syntactic ability of 82 struggling adult readers who recognize words between the third and fifth grade levels. Analysis of the adults?? performance on the TOLD-I:3 indicated that they were deficient on the syntactic task. Correlations found the struggling adult readers?? oral language skills, written language skills, and reading comprehension skills to be related. A regression analyses indicated that the adults?? syntactic knowledge did not individually predict reading comprehension, however their other oral language skills did. The findings of this study suggest that the adults performed similar to children who are either learning to read or considered poor readers. This study also contributes to the adult literacy field by providing exploratory information on an area (syntax and struggling adult readers) that is lacking. 相似文献
11.
Reading plays a very big role in the college English course in China.Teaching reading in a college English classroom aims at helping students develop the skills they need to read more effectively.A way is suggested to teach reading in a college English class.Through this way,students become active readers who predict before reading,scan for specific information,confirm or reject their predictions while reading,answering comprehension questions in their own words,etc.Their reading skills are sharpened in such a reading class. 相似文献
12.
David N. Rapp Paul van den Broek Kristen L. McMaster Panayiota Kendeou Christine A. Espin 《Scientific Studies of Reading》2013,17(4):289-312
Many children struggle to learn to read, and these difficulties can persist well into adulthood. To address this problem, researchers have investigated the processes that underlie reading. An informative body of work has thus identified basic skills (e.g., decoding, vocabulary knowledge) as necessary for successful reading. Researchers also have begun to examine comprehension skills and their contributions to the reading process. In this article we describe research from the cognitive sciences on the processes that underlie higher-order, coherence-oriented comprehension to provide an empirically and theoretically driven perspective for investigating struggling readers' difficulties. We show that this perspective is particularly beneficial in the development and assessment of instructional approaches by relating it to existing, effective interventions. Finally, we demonstrate how our own research activities have derived from this perspective and how preliminary findings extend our understanding of readers' difficulties. This work seeks to address existing challenges in the field of reading comprehension while also suggesting new ways of investigating the plight of struggling readers. 相似文献
13.
Christine Grima‐Farrell 《Support for Learning》2014,29(4):370-393
The knowledge and practices associated with improved outcomes for readers have yielded converging evidence about practices associated with improved reading outcomes for primary students. This considerable intervention knowledge can be beneficial for English teachers working with struggling secondary readers. Fluency is one critical element that becomes increasingly important for many older students with reading difficulties as they strive to read large quantities of text written at challenging levels, with sufficient speed, accuracy and understanding to keep up with class content and demands. This objective‐orientated evaluation study examined the effects of Curriculum‐Based Measurement of Oral Reading (CBM‐R), a prevention‐orientated approach designed to identify readers at risk of not achieving adequate outcomes, on 94 second‐grade students from a primary school in New South Wales, Australia. Results indicate that teachers found CBM‐R to be a reliable and easily implemented prevention‐orientated system, which has the capacity to raise awareness of fluency abilities to guide differentiated practice and reduce the risk of failure in English. 相似文献
14.
Bob Algozzine Mary Beth Marr Rebecca L. Kavel Katherine Keller Dugan 《Journal of Education for Students Placed at Risk》2013,18(3):256-270
Fluent oral reading is essential for success in elementary school. In this study, we investigated the effectiveness of enhanced reading fluency instruction for struggling readers. The intervention was provided to small groups of students at risk for reading difficulties. Students were assessed on key early literacy skills. Second-grade students who were at risk for reading failure and who received supplemental intervention scored higher on measures of fluency than students who received only typical classroom instruction; the effects of enhanced fluency instruction were evident across different dosages for many children at risk for reading failure. In addition, statistically significant improvements and relationships were evident for oral reading fluency and comprehension. We discuss guidelines for developing and using the intervention in other classrooms. 相似文献
15.
Emily K. Gnaedinger Alycia M. Hund Matthew S. Hesson‐McInnis 《Mind, Brain, and Education》2016,10(4):233-246
The goal was to test whether cognitive flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Seventy‐five second‐ through fifth‐grade students completed a think aloud task and a metacognitive questionnaire to measure reading strategies, two card‐sorting tasks to measure general and reading‐specific cognitive flexibility, and one standardized measure of reading comprehension, as well as measures of oral reading fluency and vocabulary. As expected, oral reading fluency and vocabulary predicted reading comprehension, as did reading‐specific flexibility. Importantly, reading‐specific flexibility had a significant moderating effect, over and above the other effects. Specifically, weak reading‐specific flexibility skills were associated with a negative relation between reading strategy use during think aloud and reading comprehension, suggesting that children with weak flexibility skills are less adept at using reading strategies effectively. 相似文献
16.
Amanda C. Miller Sun‐Joo Cho Jessica R. Toste James Street Laurie E. Cutting 《Learning disabilities research & practice》2014,29(1):25-35
Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random‐effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and student characteristics influenced students’ (n = 94; mean age = 11.97 years) performance on two indicators of reading comprehension: different types of comprehension questions and passage fluency. We found that variables related to word recognition, language, and executive function were influential across various types of passages and comprehension questions and also predicted a reader's passage fluency. Further, an exploratory analysis of two‐way interaction effects was conducted. Results suggest that understanding the relative influence of passage, question, and student variables has implications for identifying struggling readers and designing interventions to address their individual needs. 相似文献
17.
Time Limitations Enhance Reading Comprehension 总被引：1，自引：0，他引：1
Few studies in the domain of reading have explored the relation between time limitations and reading comprehension. Time limitations may enhance reading comprehension by promoting mindfulness in students, a construct which involves exertion of more effort and motivation. This study explored the effects of time constraints on reading comprehension in adult readers. Mild time constraints should create greater mindfulness in readers, resulting in enhanced comprehension. College students read passages under no time pressure, under mild time pressure, or under severe time pressure. Reading comprehension was assessed in each condition. The best reading comprehension was observed under mild time pressure. Implications are discussed. Copyright 1999 Academic Press. 相似文献
18.
Kelly B. Cartwright Timothy R. Marshall Nathan A. Hatfield 《Mind, Brain, and Education》2020,14(2):114-123
Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain‐specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, graphophonological‐semantic cognitive flexibility (GSF), the ability to flexibly switch between the graphophonological and semantic components of printed words, contributes uniquely to reading comprehension across the lifespan, and GSF training improves children's reading comprehension. This study compared the original GSF measure, which is problematic for use in schools due to its subjectively interpreted explicit explanation component, to an abbreviated implicit task that is better suited for assessment of GSF in practical contexts in 68 first and second grade students. Implicit and explicit GSF contributed uniquely to reading comprehension concurrently and longitudinally when children (n = 31) were in third and fourth grades, beyond verbal ability, decoding ability, and matrix reasoning. 相似文献
19.
Previous research studies examining the effects of fluency interventions on the fluency and comprehension outcomes for secondary
struggling readers are synthesized. An extensive search of the professional literature between 1980 and 2005 yielded a total
of 19 intervention studies that provided fluency interventions to secondary struggling readers and measured comprehension
and/or fluency outcomes. Findings revealed fluency outcomes were consistently improved following interventions that included
listening passage previewing such as listening to an audiotape or adult model of good reading before attempting to read a
passage. In addition, there is preliminary evidence that there may be no differential effects between repeated reading interventions
and the same amount of non-repetitive reading with older struggling readers for increasing reading speed, word recognition,
and comprehension. 相似文献
20.
Joseph P. Magliano Keith K. Millis Irwin Levinstein Chutima Boonthum 《Metacognition and Learning》2011,6(2):131-154
Comprehension emerges as the results of inference and strategic processes that support the construction of a coherent mental
model for a text. However, the vast majority of comprehension skills tests adopt a format that does not afford an assessment
of these processes as they operate during reading. This study assessed the viability of the Reading Strategy Assessment Tool
(RSAT), which is an automated computer-based reading assessment designed to measure readers’ comprehension and spontaneous
use of reading strategies while reading texts. In the tool, readers comprehend passages one sentence at a time, and are asked
either an indirect (“What are your thoughts regarding your understanding of the sentence in the context of the passage?”)
or direct (e.g., why X?) question after reading each pre-selected target sentence. The answers to the indirect questions are
analyzed on the extent that they contain words associated with comprehension processes. The answers to direct questions are
coded for the number of content words in common with an ideal answer, which is intended to be an assessment of emerging comprehension.
In the study, the RSAT approach was shown to predict measures of comprehension comparable to standardized tests. The RSAT
variables were also shown to correlate with human ratings. The results of this study constitute a “proof of concept” and demonstrate
that it is possible to develop a comprehension skills assessment tool that assesses both comprehension and comprehension strategies. 相似文献