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Simplification of literary and scientific texts to improve reading fluency and comprehension in beginning readers of French
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In: ISSN: 0142-7164 ; EISSN: 1469-1817 ; Applied Psycholinguistics ; https://hal-amu.archives-ouvertes.fr/hal-03549026 ; Applied Psycholinguistics, Cambridge University Press (CUP), 2022, pp.1-28. ⟨10.1017/S014271642100062X⟩ (2022)
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The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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Comprensión de lectura, reconocimiento de palabras y fluidez lectora en escolares de sexto año básico
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 156-173 (2022)
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Using Virtual Reality to Assess Reading Fluency in Children
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In: ISSN: 2504-284X ; Frontiers in Education ; https://hal-amu.archives-ouvertes.fr/hal-03257346 ; Frontiers in Education , Frontiers, 2021, 6, ⟨10.3389/feduc.2021.693355⟩ (2021)
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A systematic review of reading-while-listening in foreign language learners ...
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Orthographic processing in Russian/German biliterate adults varying in reading fluency ...
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Αναγνωστική Ευχέρεια σε Μαθητές με Ειδικές Μαθησιακές Δυσκολίες: Προβλεπτικοί Δείκτες σε μια Διαφανή Ορθογραφία ...
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Reading Fluency in Children and Adolescents Who Stutter
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In: Brain Sciences; Volume 11; Issue 12; Pages: 1595 (2021)
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The Author Naming Task: A newly-proposed measure for assessing print exposure ...
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Musical aptitude, working memory, general intelligence and plurilingualism: When adults learn to read fluently in a foreign language
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| 12 |
Online extensive reading in an EFL context: Investigating reading fluency and perceptions
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Bui, Tuan; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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Unassisted repeated reading: Exploring the effects of intensity, treatment duration, background knowledge, individual variation, and text variation on reading rate
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Lynn, Ethan M.. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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| 14 |
Visuospatial Working Memory and the Hybrid Reading Fluency Measure
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Bazan, Bartolo. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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| 15 |
Intervención en el control inhibitorio en niños con y sin trastorno de lenguaje dentro del aula
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| 16 |
Patterns and Predictors of Growth in English Language Learners’ Vocabulary, Word Reading and Non-word Reading Fluency: A Longitudinal Perspective
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| 17 |
Impacto de variáveis cognitivo - linguísticas na compreensão da leitura ; Effect of cognitive - linguistic variables on reading comprehension
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| 18 |
Risk and resilience in beginning reading in New Zealand
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Abstract:
This thesis aimed to extend the knowledge base regarding children’s risk and resilience in reading acquisition during their early schooling. In New Zealand (NZ) and other English speaking countries, children typically start their schooling lives with large differences in their emergent literacy skills. To understand the developmental and educational implications of these skill differences, research is needed to establish methods for describing children’s developing skills. To this end, we undertook three separate studies investigating ways for describing children’s emergent literacy and progress in beginning reading. Study one investigated the tools that NZ new entrant teachers use to screen and monitor children’s oral language and emergent literacy skills. The results of this Qualtrics NZ-wide online survey indicated teachers use a variety of methods. These ranged from informal teacher-developed tasks to published measures, with instructional book level most commonly used to monitor children’s literacy progress. Furthermore, teachers indicated that they desired new tools that were NZ-specific, current, user-friendly, efficient to use, and focussed on both oral language and phonological awareness skills. Study two evaluated the usefulness of progress monitoring (i.e., repeated assessments) with a NZ sample of children in their first year of school. Children were assessed twice-weekly for eight weeks with two early literacy skill tasks (phonological awareness and grapheme-phoneme correspondence). Growth modelling indicated three distinct growth trajectories during this window (i.e., latent classes) for both tasks: typical, developing (i.e., started lower but then improved), and limited progress (i.e., started lower with little change). Furthermore, class membership differentiated children’s mid-year and year-end literacy skills, indicating predictive validity. These results support consideration of monitoring progress on early literacy skill development to aid in an earlier identification of children at risk of reading acquisition difficulties, prior to the traditional screening at age six in NZ. Study three modelled the contributions of school-entry literacy and early literacy trajectories to literacy progress at year-end. School-entry assessment comprised adult-child shared reading with embedded activities assessing a child’s oral language and emergent literacy skills (concurrent validity evaluated in Study 3a). To model early literacy trajectories (Study 3b), children were assessed on three fluency-based tasks (phonological awareness, grapheme-phoneme correspondence, and word identification), every fourth school week over their first six months of schooling (i.e., five sessions). Results indicated both direct and indirect contributions (via early literacy trajectories) of skills at school-entry to reading progress after one year of schooling. Overall, this thesis demonstrates that: (a) there is a desire for NZ-context, research-based, and current tools for use by new entrant teachers; and (b) skills at school entry and developmental growth during the first year of school are important considerations for early literacy researchers and practitioners. A potential practice implication is that using the right tools within a two-stage screening approach—school-entry screening augmented by monitoring children’s early skill acquisition progress—may help teachers identify those children at risk for reading acquisition difficulties within six months of school-entry in NZ. This combined approach could inform targeted instruction based on each child’s specific learning support needs.
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Keyword:
assessment; emergent/early literacy skills; first sound fluency; grapheme-phoneme correspondence; growth modelling; letter sound fluency; oral language; PELI®; phonological awareness; progress monitoring; reading acquisition risk; school-entry; two-stage screening; word identification fluency
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URL: http://hdl.handle.net/10523/12347
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| 19 |
Extensive reading in an EFL classroom: Impact and learners’ perceptions
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 109-131 (2021) (2021)
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| 20 |
Reading in Kapampangan, Filipino, and English: A Look at Multilingual Children in an Economically Challenging Philippine Community
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In: Theses and Dissertations (Comprehensive) (2021)
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