Relevant bibliographies by topics / Assisted repeated reading

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Academic literature on the topic 'Assisted repeated reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Assisted repeated reading"

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VanWagenen, Margaret A., Randy Lee Williams, and T. F. Mc Laughlin. "Use of Assisted Reading to Improve Reading Rate, Word Accuracy, and Comprehension with ESL Spanish-Speaking Students." Perceptual and Motor Skills 79, no. 1 (August 1994): 227–30. http://dx.doi.org/10.2466/pms.1994.79.1.227.

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The present experiment examined the effectiveness of an assisted reading program on reading rates and comprehension of three Spanish-speaking students learning English. The effects of assisted reading on reading rate, word accuracy, and comprehension were examined using a multiple-baseline design across individuals. Increases in words read correctly per minute with repeated readings of the passage and on new passages, decreases in errors per minute, and increases in comprehension were noted.
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Ja’afar, Hasimah, Wan Mazlini Othman, Hema Vanita Kesevan, and Budi M.S. "Enhancing Oral Reading Fluency (ORF) Through Computer Assisted Repeated Reading (CARR)." Asian Journal of University Education 17, no. 1 (March 8, 2021): 207. http://dx.doi.org/10.24191/ajue.v17i1.12618.

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This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students’ oral reading fluency (ORF). The single subject experimental design (SSED) which emphasised on the individual participant was used to collect data. Five students participated in this 12 week study in which the CARR intervention was carried out two times a week. CARR, the adaptation of the CBM/ORF procedure was used to improve the participants’ accuracy and automaticity in word decoding. Each participant’s accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant’s initial reading accuracy which stood at 96.7%, 94.2%, 96.6%, 97.3% and 97.1% showed that they could only read at instructional level. After the CARR intervention their reading accuracy improved and stood at 98.8%, 99.2%,97.2%,98.8% and 98.0%.This showed that they can now read the assessment texts or other texts of comparable difficulty independently. Automaticity was determined by the reading rate or words read correctly per minute (WCPM). The participant’s initial WCPM was between 104 to 143 WCPM, 85 WCPM to 127 WCPM, 99 to 128, 57 to 209 WCPM and 103 and 163 WCPM. After the CARR intervention their reading automaticity improved between 108 to 158 WCPM, 99 to 146 WCPM, 99 to 135, 52 to 120 WCPM and 114 and 167 WCPM. Based on the participants’ individual results, it can be concluded that the CARR technique was effective in improving struggling readers’ reading fluency. The results further implied that the CARR technique will ease burnt out English teachers’ workloads. CARR is user friendly and it can help teachers to help their students become better readers while helping struggling readers to become fluent. Keywords: Reading fluency, Accuracy, Automaticity, Repeated reading, Computer Assisted Repeated Reading (CARR)
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Webb, Stuart, and Anna C.-S. Chang. "Vocabulary Learning through Assisted and Unassisted Repeated Reading." Canadian Modern Language Review 68, no. 3 (August 2012): 267–90. http://dx.doi.org/10.3138/cmlr.1204.1.

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Xin, Teoh Ci, and Melor Md Yunus. "Improving Oral Reading Fluency of Struggling ESL Readers with Assisted Repeated Reading Using Graded Readers." Universal Journal of Educational Research 8, no. 9 (September 2020): 4201–12. http://dx.doi.org/10.13189/ujer.2020.080947.

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Lee, Hwa-ja. "The Effects of Repeated Reading Assisted by Translation on College Students’ English Proficiency." Studies in English Education 22, no. 4 (December 30, 2017): 279–303. http://dx.doi.org/10.22275/see.22.4.11.

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Young, Arlene R., Patricia Greig Bowers, and G. E. MacKinnon. "Effects of prosodic modeling and repeated reading on poor readers' fluency and comprehension." Applied Psycholinguistics 17, no. 1 (January 1996): 59–84. http://dx.doi.org/10.1017/s0142716400009462.

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ABSTRACTRepeated reading of meaningful text has been shown to produce improvements in reading rate, fluency, and comprehension in readers of varying ability. The assisted repeated reading (ARR) method, which provides a fluent and expressive (i.e., prosodic) model, has been proposed as being particularly helpful in this regard. However, it is unclear which component of the ARR method (prosodic modeling or reading practice with intact text) is the most influential factor. The present study examined the effects of text practice and prosodic modeling on the reading rate, accuracy, expressiveness, and comprehension of 40 grade 5 disabled readers. Text practice and prosodic modeling were systematically varied to create four training conditions. Each subject read the first half of a set of stories three times under one of the four experimental conditions. Pretest and posttest measures of the dependent variables were analyzed for both the training passages and the second half of each story, on which no training occurred (transfer passages). While reading performance improved across all conditions, substantial additional gains were produced by the conditions that included the practice of intact text. Modeling of prosody did not produce significant additional gains. Transfer effects were limited, with only the ARR condition producing improved accuracy on the second half of the stories.
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Liu, Yeu-Ting, and Andrew Graeme Todd. "Implementation of assisted repeated reading techniques for the incidental acquisition of novel foreign vocabulary." Language Teaching Research 20, no. 1 (December 2, 2014): 53–74. http://dx.doi.org/10.1177/1362168814559802.

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Swanson, Elizabeth, Sharon Vaughn, Jeanne Wanzek, Yaacov Petscher, Jennifer Heckert, Christie Cavanaugh, Guliz Kraft, and Kathryn Tackett. "A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties." Journal of Learning Disabilities 44, no. 3 (April 26, 2011): 258–75. http://dx.doi.org/10.1177/0022219410378444.

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A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children’s language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type.
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Bennett, Jessica G., Ralph Gardner, Gwendolyn Cartledge, Rajiv Ramnath, and Morris R. Council. "Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention." Education and Treatment of Children 40, no. 2 (2017): 145–85. http://dx.doi.org/10.1353/etc.2017.0008.

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Stevens, Elizabeth A., Melodee A. Walker, and Sharon Vaughn. "The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014." Journal of Learning Disabilities 50, no. 5 (April 11, 2016): 576–90. http://dx.doi.org/10.1177/0022219416638028.

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Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader’s cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler’s (2002) review, synthesizing fluency intervention research from 2001 to 2014. The search yielded 19 studies examining reading fluency and comprehension outcomes of reading fluency interventions for students with LD in kindergarten through 5th grade. Results showed repeated reading (RR), multicomponent interventions, and assisted reading with audiobooks produced gains in reading fluency and comprehension. Providing a model of fluent reading and performance feedback, using easier level text, setting a performance criterion, and practicing RR with peers also contributed to improved outcomes. Findings suggest that RR remains the most effective intervention for improving reading fluency for students with LD. Limitations include sample size, only three group design studies, and infrequent use of standardized measures.
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Dissertations / Theses on the topic "Assisted repeated reading"

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Cerasale, Mark. "The Effects of Computer-Assisted Repeated Readings on the Reading Performance of Middle School Students with Mild Intellectual Disabilities." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3689.

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The No Child Left Behind Act of 2001 has mandated that all public school students will be reading at grade level by the 2013-2014 school year. Florida has embarked on an agenda to ensure that the kindergarten through high school student population is reading at or above grade level by 2014. Many of Florida's low-performing student population, including middle school students with high incidence disabilities, are reading below grade level. Using a multiple baseline across subjects design, this study examined the impact of computer-assisted repeated readings on the reading performance of three middle school students with mild intellectual disabilities over the course of 67 days. Results showed an improvement in reading fluency rate using instructional level text. The study was evaluated using quality indicators of single-subject research in special education. Future research is advocated to replicate this study across different grades and exceptionalities.
Ed.D.
Department of Child, Family and Community Sciences
Education
Curriculum and Instruction EdD
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Green, DeLayna R. "The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437495064.

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Suzuki, Satoko. "The Effect of Computer-Assisted Oral Reading While Listening on L2 Speaking Fluency." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/447274.

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CITE/Language Arts
Ed.D.
This study investigated the effects of 10 times of once a week computer-assisted oral reading while listening (ORWL) on listening comprehension, objective measures and subjective rater judgment of L2 oral reading fluency and L2 rehearsed speech fluency. In addition, how listening score gains relate to working memory, L2 oral reading fluency gains, or L2 rehearsed speech fluency gains were examined. ORWL is a task of listening, speaking and reading almost simultaneously and is usually incorporated with shadowing or oral reading instruction, but rarely be a focus of study. Forty-six first- and second-year, non-English major, low to intermediate English proficiency Japanese college students (Comparison group n = 24; Experimental group n = 22) participated in this study. Over the course of the semester, the comparison group received reading comprehension instruction twice a week (total of 16 times) whereas the experimental group received reading comprehension instruction once a week (total of 6 times) and ORWL instruction once a week (total of 10 times). In order to enhance the effects of ORWL, pronunciation analyses and self-evaluation of recording of oral reading were also conducted during the ORWL instruction. Data were obtained from conducting pre- and post-listening dictation tests, Momotaro oral reading pre- and posttest, Kaguyahime oral reading posttest, rehearsed speech pre-and posttest, and listening span (working memory) test. Before conducting the quantitative analysis, the dichotomous Rasch analysis was conducted to check the validity and reliability of the listening tests. The results showed that the experimental groups’ listening scores did not significantly improve compared to the comparison group. Regarding the effects on L2 oral reading, the experimental group significantly improved the gain scores of the objective measures of fluency compared to the comparison group. The significant improvement was also found for the mean length of runs and number of pauses per minute between the same passage pretest and posttest, but not between the two different passages. Furthermore, the significant difference was found for the subjective rater judgment of speed, pausing and prosody between the same passage pretest and posttest. Regarding the effects on L2 rehearsed speech, no significant difference was found between the comparison and experimental groups on the gain scores of the objective measures of fluency. On the other hand, the significant difference was found for the subjective rater judgment of speed, pausing and prosody between the L2 rehearsed speech pretest and posttest. Regarding the relationship between the listening score gains and working memory, L2 oral reading fluency gains, and L2 rehearsed speech fluency gains, the moderately strong significant negative correlation was found between the listening score gains and the gain scores of the number of pauses per minute. The results suggest that the computer-assisted ORWL instruction can contribute to pronunciation research because it improved students’ L2 oral reading and made their rehearsed speech more comprehensible by improving the impression of speed, pausing, and prosody. ORWL can also contribute to L2 speech processing research because it improved students’ ability to read aloud an L2 text with familiar vocabulary, and the improvement of this ability was found to be important for listening comprehension.
Temple University--Theses
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Bennett, Jessica Gittings. "The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At-Risk." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405628987.

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Andreason, Traci Tomi. "Improving Reading Fluency and Comprehension in Intermediate L2 Japanese Learners." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5480.

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This study explores the effects of different methods employed by language teachers, namely assisted repeated reading (Taguchi, Gorsuch, Takayasu-Maass, & Snipp, 2012) and morphological and syntactic explanation (Tong, Deacon, & Cain, 2013), to improve language learners' reading fluency and reading comprehension, respectively. Volunteers from students enrolled in Japanese 301 through 322 classes at Brigham Young University (BYU) participated in this study. The participants (a) submitted a background questionnaire and consent form, (b) attended a one-hour session in the testing lab, and (c) attended a second one-hour session in the testing lab. Each testing session consisted of the participants making a pre- and post- reading recording and taking reading comprehension tests for two separate reading scripts. Each participant submitted a total of eight reading recordings and eight sets of answers to five reading comprehension questions. The reading texts were chosen from 3-kyu (3rd level of 5, which was deemed to be intermediate by the researcher) of the Japanese Language Proficiency test (JLPT), with a minor modification. Each recording and answer sheet submission was then graded and recorded. The differences between the pre- and post-test scores were then examined to determine the effectiveness of each treatment employed. The treatments included were: (a) assisted repeated reading, (b) assisted repeated reading followed by morphological and syntactic explanation, (c) morphological and syntactic explanation, and (d) morphological and syntactic explanation followed by assisted repeated reading. The analysis of the resultant data revealed that although there was a statistically significant increase in scores for each of the methods and there were differences in the scores between the different methods, there was not a significant difference between the methods. However, one of the important implications that can be drawn from this study is that a short fluency-building exercise of 2-5 minutes can yield significant gains in the language learners, in both reading fluency and in reading comprehension.
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Coleman, Marion Elizabeth. "The Use of a Repeated Readings with Computer Modeling Treatment Package to Promote Reading Fluency with Students Who Have Physical Disabilities." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04232008-233823/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Kathryn Wolff Heller, committee chair; Mary Beth Calhoon, Laura D. Fredrick, Paul A. Alberto, committee members. Electronic text (126 p.) : digital, PDF file. Description based on contents viewed August 12, 2008. Includes bibliographical references (p. 118-123).
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Barber, Mariah E. "The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583.

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CHIANG, HUI-CHUAN, and 江慧專. "The Study of the Effects of Repeated Reading and Animal-Assisted Learning on Reading Ability and Motivation for Students with Learning Disabilities." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/46vcr2.

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碩士
國立屏東大學
特殊教育學系碩士班
107
The purpose of this study is to explore the immediate effect of repeated reading combined with animal-assisted learning strategies to improve the reading ability and reading motivation of students with learning disabilities, and to compare the intervention effect with the repeat reading strategy.The main study participants were a fifth-grade students with learning disabilities. To compare and analyze the effectiveness of these two intervention strategies, this study used multitreatment designs of single case research (ie, A1-B1-BC1-A2-BC2-B2), to collect data of reading ability and reading motivation after intervening The assessment data was finally quantified by graphical method and visual analysis.The research results are as follows:1. Repeated reading combined with animal-assisted learning strategies has immediate effect on improving the number of correct answers for the "literacy correct rate and literacy", "reading fluency" and "reading comprehension" tests.2. Repeated reading combined with animal-assisted learning strategies has a relative effect on the correct number of answers in the "literacy correct rate" and "reading comprehension" tests compared to the repeat reading strategy.3. Repeated reading combined with animal-assisted learning strategies and repeat reading strategies is inconsistent in improving the relative effectiveness of "reading fluency".4. Repeated reading combined with animal-assisted learning strategies has an immediate effect on improving the reading motivation.This study clarify the extent to which animal-assisted learning strategies in previous literature affects reading ability and provides an appropriate example of future use of animal-assisted learning strategies in reading instruction.
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Books on the topic "Assisted repeated reading"

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William A, Schabas. Part 2 Jurisdiction, Admissibility, and Applicable Law: Compétence, Recevabilité, Et Droit Applicable, Art.9 Elements of Crimes/Éléments des crimes. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198739777.003.0012.

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This chapter comments on Article 9 of the Rome Statute of the International Criminal Court. Article 9(1) explains that the role of the Elements of Crimes is to ‘assist’ the Court in the interpretation and application of articles 6, 7 and 8, which define the crimes over which the Court has subject-matter jurisdiction. Sometimes the Elements merely repeat elements that are obvious enough from a summary reading of the text in the Statute, but in other cases they provide further detail with respect to a provision, occasionally amplifying its apparent scope while on other occasions reducing it. Given the considerable effort devoted to their drafting and the very extensive academic commentary, the Elements of Crimes have made a paltry contribution to the jurisprudence of the International Criminal Court.
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Book chapters on the topic "Assisted repeated reading"

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Dickinson, Colby. "Aesthetics among the Metaphysical Ruins." In Words Fail. Fordham University Press, 2016. http://dx.doi.org/10.5422/fordham/9780823272839.003.0003.

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The second chapter attends more directly to the legacy of Celan’s poetry as his work is critiqued and appropriated by both Derrida and Philippe Lacoue-Labarthe—two thinkers whose studies of Celan have become essential reading for comprehending the nature of his poetics. The chapter disentangles their uses of Celan in order to locate a hope for new subjectivities in the face of the repeated failures of language and artistic representations alike. The concept of “failure” moves to the center stage of this book and assists us in comprehending why our failures to genuinely represent anything (e.g., ourselves, others, the divine) may be the only possible way that we can convey an authentic presence. At the same time, this insight also begins to reformulate the terms upon which we have traditionally understood religious thought and identity. At this point, the work of the American poet Adrienne Rich is engaged in order to somewhat illuminate the directions in which poetry and faith might possibly be headed as they also intersect and interweave with one another, the very coordinates of the “theo-poetic” that has gained so much currency as of late.
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Conference papers on the topic "Assisted repeated reading"

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McGeorge, Dag, Vidar Åhjem, and Jonas Borg. "New Methods for Qualification Assisted Innovation Applied to a Practical Example." In ASME 2012 31st International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/omae2012-83983.

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New technologies typically involve innovative aspects that are not addressed by existing normative standards and hence are not assessable through common certification procedures. To ensure that new technologies can be implemented in a safe and reliable manner, a specific kind of assessment is performed, which in many industries, e.g. the energy sector, is known as Technology Qualification (TQ). TQ aims at demonstrating with an acceptable level of confidence that a new technology will function within specified limits. DNV is currently developing a new method with application to Technology Qualification, drawing on the concept of assurance cases, based on a combination of function analysis originating from Value Engineering and argumentation logic used in safety cases. The method enables improved definition of the technology and where to focus when building confidence in it. The method uses ‘Function Analysis’ that is structured towards what the system does instead of what it is. The focus on the functions encourages exploration of alternative ways by which the functions can be provided. Focus on functions draws attention to the system as a whole rather than each part the system consists of. This helps avoiding interface problems and may prove vital in an innovation process. When the functions have been identified, one can proceed with analysing how a technical solution provides those functions. Those elements of the technical solution that represent proven technology can be dealt with by the conventional engineering processes and need not be included in the technology qualification process. Those elements assessed as new (or novel) are taken forward in the technology qualification process. This assessment is based both on the novelty of the function itself, the technical solution implementing it and the intended use of the technology in its intended environment. Confidence is demonstrated by first stating the goal of the qualification effort. Such a claim can be formulated as “The […] technology is fit for […]”. Then this goal is broken down into sub-goals. This is repeated till the lowest level claims can be directly justified by hard evidence. As an aid to overview and simplicity, such an argument structure (assurance case) can be presented graphically. The graphical assurance case can be readily communicated, reviewed and updated to reflect the needs and concerns of all stakeholders. An on-going joint industry project for certification requirements to Deepwater Deployment and Recovery Systems will benefit from this improved method for qualification assisted innovation.
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