Academic literature on the topic 'Fluent oral reading with expression'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Fluent oral reading with expression.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Fluent oral reading with expression"
1
Rupley, William H., William Dee Nichols, Timothy V. Rasinski, and David Paige. "Fluency: Deep Roots in Reading Instruction." Education Sciences 10, no. 6 (June 3, 2020): 155. http://dx.doi.org/10.3390/educsci10060155.
Full textAbstract:
Over the past two decades, reading fluency has been increasingly recognized as an important instructional variable for success in reading. Yet, this has not always been the case. This article presents a historical review of the nature and role of fluency instruction in the United States. The roots of oral reading fluency began in an age when texts and other forms of entertainment and information were limited. Historically, in America, oral reading was the predominant means for conveying ideas and passing the time at home with the family. In the 1800s, American education’s primary method of instruction emphasized the need for being able to read aloud with expression and fluency, in order to hold the listeners’ attention and convey information. As texts and other forms of information became more available, oral reading became deemphasized, and silent reading was viewed as a better approach to developing readers’ comprehension at the cost of fluency development. With continued research and national reports that indicate the significant contributions of oral reading fluency to reading comprehension and academic proficiency, it is clear that the roots of oral reading run deep, and that fluent reading development is important to learners’ academic achievement and reading comprehension.
2
Kocaarslan, Mustafa, and Akile Ergün. "Evaluating Year-end Oral Reading Records of First Graders in terms of Prosody Proficiency." Journal of Education and Training Studies 5, no. 1 (December 2, 2016): 20. http://dx.doi.org/10.11114/jets.v5i1.1948.
Full textAbstract:
Prosody is evaluated as an important factor in fluent reading and in literature it is expressed as a significant reading skill that affects comprehension. Prosody -described as a fluent reading ability of a reader with suitable sentences and expressions- includes stress, intonation, duration (time passed on voicing a word) and pausing properties that contribute to effective reading of a text. First grade students are supposed to have fluent reading abilities at the end of the year and they are expected to develop effective prosodic reading. Therefore, the aim of this study is to examine first grade students’ oral reading performances in terms of prosodic competences. Study sample in this study which has been conducted using descriptive survey model consists of 49 first grade students who participated in the study voluntarily in four different classes in a primary school in the city centre of Bartin in Turkey. For the evaluation of the reading prosodies of the students, their oral reading performances of a narrative and an expository text are recorded for one minute with a video camera and these records are evaluated with reading prosody rubric. As a result of the analysis, it is observed that students’ reading prosody score means are low in both narrative and expository texts. According to reading prosody scale, it appears that 59% of the students are at low level in narrative text and 41% of the students are at low level in expository text. Additionally, as a result of Mann-Whitney U test it appears that gender of the students does not make a significant difference in oral reading prosodies of the students in both narrative and expository texts.
3
Kuhn, Melanie R. "Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches." Education Sciences 10, no. 5 (May 21, 2020): 145. http://dx.doi.org/10.3390/educsci10050145.
Full textAbstract:
Four scientifically validated approaches to fluency instruction (Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading) are reviewed. Two for the whole class and two for small groups. Key components of fluency, automaticity, and prosody are defined, and their contribution to reading comprehension is discussed. Automaticity contributes through its freeing up of attention to attend to meaning, and prosody contributes through its addressing of pacing and expression that, in turn, reflect textual meaning. Four principles for effective fluency instruction are also presented: Modeling, extensive opportunities for practice, the use of scaffolding, and the incorporation of prosodic elements. The four instructional approaches presented in this article are based on two different strategies for integrating extensive opportunities to read: Repeated versus wide reading. All four approaches use challenging texts, or texts at the upper end of the learners’ zone of proximal development, thus providing learners with access to a broader range of vocabulary and concepts than would be the case if they read only instructional level texts. All four also provided highly effective procedures for either whole-class or small-group reading instruction. The goal of this summary is to provide readers with effective approaches for classroom instruction.
4
Koriakin, Taylor A., and Alan S. Kaufman. "Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties." Journal of Psychoeducational Assessment 35, no. 1-2 (September 26, 2016): 138–48. http://dx.doi.org/10.1177/0734282916669914.
Full textAbstract:
Although word reading has traditionally been viewed as a foundational skill for development of reading fluency and comprehension, some children demonstrate “specific” reading comprehension problems, in the context of intact word reading. The purpose of this study was to identify specific patterns of errors associated with reading profiles—basic reading difficulties (BRD), reading fluency difficulties (RFD), reading comprehension difficulties (RCD), and typical readers (total n = 821). Results indicated significant differences between the groups on most error factors. Post hoc analyses indicated there were no significant differences between the RFD and RCD groups, but these groups demonstrated different patterns of significant weakness relative to typical readers. The RFD group was weaker in spelling and oral expression whereas the RCD group demonstrated difficulties in writing mechanics and listening comprehension. These findings indicate that comprehension deficits cannot be attributed only to fluency difficulties and that specific reading difficulties may translate to other aspects of achievement.
5
Draper, Kim, and Nic Spaull. "Examining oral reading fluency among Grade 5 rural English Second Language (ESL) learners in South Africa? An analysis of NEEDU 2013." South African Journal of Childhood Education 5, no. 2 (December 7, 2015): 34. http://dx.doi.org/10.4102/sajce.v5i2.390.
Full textAbstract:
The ability to read for meaning and pleasure is arguably the most important skill children learn in primary school. One integral component of learning to read is Oral Reading Fluency (ORF), defined as the ability to read text quickly, accurately, and with meaningful expression. Although widely acknowledged in the literature as important, to date there have been no large-scale studies on ORF in English in South Africa, despite this being the language of learning and teaching for 80% of ESL students from Grade 4 onwards. We analyze data provided by the National Education and Evaluation Development Unit (NEEDU) of South Africa, which tested 4667 Grade 5 English Second Language (ESL) students from 214 schools across rural areas in South Africa in 2013. This included ORF and comprehension measures for a subset of 1772 students. We find that 41% of the sample were non-readers in English (<40 Words Correct Per Minute, WCPM) and only 6% achieved comprehension scores above 60%. By calibrating comprehension levels and WCPM rates we develop tentative benchmarks and argue that a range of 90-100 WCPM in English is acceptable for Grade 5 ESL students in South Africa. In addition we outline policy priorities for remedying the reading crisis in the country.
6
Druks, Judit, Jennifer Aydelott, Marios Genethliou, Helen Jacobs, and Brendan Weekes. "Progressive Dyslexia: Evidence from Hungarian and English." Behavioural Neurology 25, no. 3 (2012): 185–91. http://dx.doi.org/10.1155/2012/702792.
Full textAbstract:
We report a patient with non-fluent Primary Progressive Aphasia who was premorbidly literate in two alphabetic scripts, Hungarian (L1) and English (L2). Testing was performed over a two-year period to assess the impact of progressive illness on oral reading and repetition of single words. Results showed significant decline in oral reading in both languages, and an effect of language status in favour of oral reading in L1. Phonological complexity was a significant predictor of oral reading decline in both languages. Of interest, we observed an effect of language status on task performance whereby repetition was better in L2 than L1 but oral reading was better in L1 than L2. We conclude that language status has an effect on repetition and oral reading abilities for bilingual speakers with non-fluent Primary Progressive Aphasia.
7
Dolean, Dacian Dorin, Arne Lervåg, Laura Visu-Petra, and Monica Melby-Lervåg. "Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language." Reading and Writing 34, no. 6 (January 24, 2021): 1491–512. http://dx.doi.org/10.1007/s11145-020-10107-4.
Full textAbstract:
AbstractThe simple view of reading proposes that the development of reading comprehension in early elementary school is best predicted by children’s fluent decoding and oral language skills. Recent studies challenge this view and suggest that executive functions should also be included in this theoretical model; however, the empirical evidence is not strong enough to clearly support or refute this hypothesis. In this short-term longitudinal study, we used latent variables to test whether executive functions have direct effects on the development of reading comprehension in 184 Romanian second graders, beyond fluent decoding and oral language skills. The results indicated that the initial stages of reading comprehension were associated with executive functions, but only the language skills could independently predict the development of reading comprehension. Our findings show that executive functions do not have a significant direct effect on the development of reading comprehension in early readers beyond fluent decoding and oral language skills in languages with transparent orthography. The results also suggest that once children learn to decode well, their language skills (and not their executive functions) have a strong effect on the development of reading comprehension. Therefore, reading interventions in elementary school should stress on the development of oral language skills.
8
Baştuğ, Muhammet. "How do fluent and poor readers' endurance differ in reading?" Cypriot Journal of Educational Sciences 12, no. 4 (December 30, 2017): 157–66. http://dx.doi.org/10.18844/cjes.v12i4.2492.
Full textAbstract:
It was observed in this research that how endurance status of fluent readers and poor readers changed as the text became longer. 40 students who were attending the primary school 4th-grade, 20 of whom were fluent readers and other 20 were poor readers, participated in the research. A narrative text was utilized in the data collection process. Students' oral readings were recorded with a voice recorder and their cores of reading rates and reading accuracy percentages were obtained by listening to the readings. The scores were analyzed with the Friedman and Nemenyi tests. At the end of the analysis, it was seen that fluent readers' reading rates did not differ significantly from the beginning to end of the text whereas poor readers' reading rates differed in favor of the first parts of the text. Accordingly, while the fluent readers read the text at the same rate all the way, the poor readers' reading rates significantly dropped from the beginning towards to the end of the text. Furthermore, fluent readers' reading accuracy percentages differed significantly from the beginning towards the end of the text in favor of the last parts while poor readers' reading accuracy percentages differed in favor of the first parts. As per the finding, whereas fluent readers' reading accuracy percentages gradually increased, poor readers' percentages gradually dropped. In other words, as the reading time and volume increased, poor readers' reading errors increased, too. These results were discussed in the light of the literature.
9
Graham, K. S. "The relationship between comprehension and oral reading in progressive fluent aphasia." Neurocase 1, no. 2 (June 1, 1995): 167b—172. http://dx.doi.org/10.1093/neucas/1.2.167-b.
Full text
10
Graham, Kim S., John R. Hodges, and Karalyn Patterson. "The relationship between comprehension and oral reading in progressive fluent aphasia." Neuropsychologia 32, no. 3 (March 1994): 299–316. http://dx.doi.org/10.1016/0028-3932(94)90133-3.
Full textDissertations / Theses on the topic "Fluent oral reading with expression"
1
McBride, Reo H. "Toward a Domain Theory of Fluent Oral Reading with Expression." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1150.pdf.
Full text
2
Farias, Angelica Torres Vilar de. "A literatura infantil como prática de letramento através da oralidade." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/6464.
Full textAbstract:
Made available in DSpace on 2015-05-14T12:43:14Z (GMT). No. of bitstreams: 1
arquivototal.pdf: 2139146 bytes, checksum: 9e187e84e45b7764d32fd45fab5ae376 (MD5)
Previous issue date: 2014-04-09Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Reading is a theme frequently discussed in researches and in the academic environment. We intend with the present research, to analyze and reflect about the reading of infant literature which text are written as recreations of the oral textual genre that Cascudo (1984, p. 329) classifies as Cumulative Tale, in which refers to its approach, in the intention of literacy, in classes from fundamental teaching I. Specifically we intent to research about the oral expression and oral genres present in books of infant and juvenile literature founded at MEC libraries in public schools from Taperoá. We consider making a survey of books which texts would be ‗inspired or that revisited the thematic or the forms of oral expression of popular culture. We aimed to point representations of oral expression (explicit of implicit) in the texts chosen for analysis. This choice conducted the research to the analysis of these books, in the sense of support a pedagogical work, in the classroom, in order to increase the student s literacy process. It was observed, among other aspects referent to the oral expression in the classroom, that the mediation of reading realized by the teacher, with reading activities, will collaborate to these results. In this study, we are based in assumptions of Kleiman (1995, 2005, 2012), Geraldi (1996, 1997, 2001), Soares (2000, 2003, 2004, 2012), Dolz & Schneuwly (2004), Marcuschi (1997, 2001, 2003, 2005, 2010), Ong (1998) and Zumthor (2003, 2010). From a more ample universe of research, we analyzed a selection of four books of infant literature, which texts can be classifies as cumulative tales. The book s analysis provided an amplification of our vision about the importance of the oral expression that can be developed from readings of infant literature, in the literacy process of a subject.
A leitura é um tema frequentemente discutido no seio da sociedade e abordado em pesquisas, no meio acadêmico. Pretendemos, com a pesquisa que culmina com este trabalho, refletir sobre leitura de livros de literatura infantil cujos textos são redigidos como recriações do gênero textual oral que Cascudo (1984, p. 329) classifica como Conto Acumulativo, no que se refere à sua abordagem, na intenção do letramento, em turmas de ensino fundamental I. Especificamente, intencionamos pesquisar sobre oralidade e gêneros orais presentes em livros de literatura infantil e juvenil pertencentes ao acervo das bibliotecas do MEC, em escolas públicas de Taperoá. Consideramos fazer um levantamento dos livros cujos textos seriam inspirados ou revisitam temáticas ou formas orais de dizer da cultura popular. Buscamos apontar representações significativas de oralidade (explícitas ou implícitas) nos textos escolhidos para análise. A análise contemplou possibilidades de esses livros apoiarem um trabalho pedagógico, na sala de aula, com vistas a desenvolver atividades visando o letramento dos alunos, ou seja, observar a mediação do professor durante a leitura no sentido de favorecer esses resultados. Para tanto, baseamo-nos em estudos como os de Kleiman (1995, 2005, 2012), Geraldi (1996, 1997, 2001), Soares (2000, 2003, 2004, 2012), Dolz & Schneuwly (2004), Marcuschi (1997, 2001, 2003, 2005, 2010), Ong (1998) e Zumthor (2003, 2010). De um universo mais amplo pesquisado, ficou estabelecido um recorte de quatro livros de literatura infantil, cujas características os classificam como contos acumulativos. A análise dos livros à luz da mediação de leitura em sala de aula do Ensino Fundamental I demonstrou a importância das atividades orais que podem ser desenvolvidas utilizando livros de literatura infantil no processo de letramento das crianças envolvidas nesse processo.
3
Chen, Shu-chun, and 陳淑君. "The Study of Oral-Reading Instruction on Verbal Expression and Reading Comprehension." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/90027121106514332502.
Full textAbstract:
碩士國立臺南大學
國語文學系碩士班
100
The study aimed to investigate the effects of oral-reading instruction on elementary school students’ verbal expression and reading comprehension. There were 30 students of an elementary school in Yunlin involved in this experiment.In accordance with the fifth grade language subjects,students were randomly assigned to experimental and control groups for a period of 20 weeks,five sessions per week,40 minutes per session of Mandarin-language teaching. In addition to five sessions per week in the Mandarin language teaching, the difference of the two groups is: teacher carried out oral-reading instruction in the societies time in the experimental group, the control group students do not to be limited.During the implementation of a semester of oral-reading instruction, the teacher explores the efforts on oral-reading instructionof verbal expression and reading comprehension through the test tool: one minute reading fluency, two minutes reading, the cloze optional test, the context to understand the tests. The results of between-group comparison showed that there is no significant difference between the experimental and control groups in optional tests in the cloze context and the context to understand the tests. But the progress of the experimental group was better than the control group in one minute reading fluency and two minutes reading ability by the average scores. This shows that oral-reading instruction can increase the performance of talking in the form and the fluency of word recognition,and enhance students'' the ability of verbal expression and reading comprehension.
4
Chen, Pei-ti, and 陳沛緹. "The Effects of Dialogic Reading on Vocabulary and Oral Expression of Young Children." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/13602446154702463349.
Full textAbstract:
碩士國立臺南大學
幼兒教育學系碩士班
99
The development of language, which initiates during the preschool stage, has a great influence on all aspects of an individual’s learning and the development of social relationships and their personality. Among various parent-child interactions, parent-child reading is considered the most efficient activity to promote children’s development of language. Dialogic Reading (DR) is a parent-child reading activity proposed by an American psychologist, Grove Whithurst, in 1988. Switching the roles of parents and children in traditional reading methods, children become the story tellers while their parents play the listeners, who also provide assistance and guidance. Many overseas studies show that dialogic reading promotes young children’s development of language. This study aims to explore the effects of and the relationship between of DR on word comprehension and oral expression of young children. A pretest-posttest control group design was adopted for the experiment in this study. The subjects, including 40 six-year-old kindergarten children and their parents, were assigned randomly to the experimental group (EG) and the control group (CG), 20 in each group. One week before the experiment, both the EG and CG took the pretest, Peabody picture Vocabulary Test-Revised (PPVT) and the Children Oral Expression Ability Test (COEAT). Moreover, the researcher conducted two, one-hour, DR training sessions for the EG parents. During the 9-week study, both groups had to read a book each week. The EG practiced DR while the CG read in common ways. For the posttest, both groups took the PPVT and COEAT one week after the experiment for comparative analysis with the pretest. Three months after the experiment, another identical posttest was conducted on both groups to examine the long-term effects of practicing DR. Based on the data analyses, the major findings of the study are summarized as follows: 1.DR is beneficial for young children’s word comprehension and has a long-term effect. 2.DR is beneficial for young children’s oral expression and has a long-term effect. 3.There is a positive relation between children’s word recognition and oral expression. 4.Non-dialogical reading methods have no significant effects on promoting young children’s vocabulary comprehension and slight effects on boosting their oral expressive ability.
5
WANG, PAO-TSAI, and 王寶猜. "The Effect of Dialogic Reading on Oral Expression for Young Children：A Case Study." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/13953760472707463242.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩士在職專班
105
The study aimed to investigate the effect of parental dialogue reading on children's oral expression performance. The study adopted a case study methodology to fulfill the research purpose. Research participant was a child from a private kindergarten in Tainan. Video clips, observation, checklist document, and reflective journals were collected for further analysis. The results showed that： 一、 Parental dialogue reading can improve children’s oral expression performance. 二、 Parental dialogic reading can support the young children’s skill development on reading comprehension, question query, picture observation, literacy , imagination and introspection. Furthermore, it can also cultivate their affective domains, such as hard work, grit, self-confidence, good manners and tolerance. 三、 Parents' guidance skill in the activity determined the quality of the dialogic reading.
6
CHU, LI-WEN, and 朱儷文. "The Effects of Parent Reading on Vocabulary and Oral Expression of Young Children." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/04987648055509874905.
Full textAbstract:
碩士國立臺中教育大學
語文教育學系碩博士班
104
This study attempts to investigate children’s comprehension of vocabulary and oral expression, and their relevance through parent reading. The study subjects were 3 two-to-three year-olds, with a balanced qualitative and quantitative method conducted. Before and after parent reading, Mandarin-Chinese Communicative Development Inventory (Taiwan), MCDI-T, children’s edition, was used as a means of quantitative research. Mainly, children’s vocabulary and oral expression were tested before and after, and by observing the process of parent reading, we investigated the performances of children’s comprehension of vocabulary and oral expression. Based on the analysis and discussion of the study result, the conclusions are as follows: 1. Parent reading can improve children’s comprehension of vocabulary. 2. Parent reading can improve children’s oral expression. 3. Children’s comprehension of vocabulary and oral expression are relevant.
7
Lo, Wan-Chen, and 羅婉珍. "A Study on the Effect of Applying Question-Posing Strategy to Reading Teaching on Children Reading Comprehension and Oral Expression." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/08827756763278973992.
Full textAbstract:
碩士慈濟大學
教育研究所
103
This research aims at exploring of effect of “applying question-posing strategy to reading teaching” on preschool children reading comprehension and oral expression (age 4-6 years). Twenty-two children participant this study from February, 2014 to May, 2014. This researcher developeded appropriate reading instruction based on children’s ability and characteristics, choosing reading strategies and reading with question into the reading curriculum. Currernt reading instruction is made up of several components: guided reading, preview, prediction (prediction question), reading story, clarification (factual question and inference question), and story retelling (commentary question). Reading courses are four times a week for ten weeks and totally 40 lessons. A paired t-test was conducted to test the growth of children’s reading comprehension and oral expression. Besides, class observation, teaching reflection and interview data were also analyzed to understand the process of children’s comprehension. The findings are as follows: First, applying questioning strategy into reading instruction has positive effect on children’s reading comprehension According to the paired t-test, reading courses could improve children’s reading comprehension. Besides, children’s interview data showed theire positive attitude toward reading program. Second, applying questioning strategy into reading instruction has positive effect on children’s oral expression According to the paired t-test, reading courses could improve children’s oral expression. In addition, mutual scaffolding by dialect could be the way to facilitate children’ss oral expression. Third, he analyses of the process of reading curriculum showed children’s;s growth of reading comprehension and oral expression (1) The process of the reading curricula of “label” A. Connecting the abstract concept with life experiences. B. The questions are answered by storybooks pictures. C. Using easy words to answer the questions. D. Inspiring observation to discuss. (2) The process of the reading curricula of “category” A. Recalling the story to find the background of the story. B. Searching coherent points between storybooks. C. Using life experiences to summed up the main points of the story. (3) The process of the reading curricula of “definition” A. Looking for clues to guess the words meaning. B. Group discussion to clarify wronging information. (4) The process of the reading curricula of “reasoning” A. Predicting story contents from storybooks’ pictures. B. Understanding the story contents by reasoning the textually implicite questions. C. Taking the story scaffolding to solve the scriptally implicite questions.
8
Chen, Wen-Ling, and 陳文伶. "The Study of Paternal Involvement in Picture Book Shared-reading for Preschool Children’s Oral Expression Ability." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/94300027346968121187.
Full textAbstract:
碩士國立屏東科技大學
幼兒保育系所
103
This study aimed to investigate the effects on preschool children’s oral expression ability through paternal involvement in picture book shared-reading activities. The case study method and the withdrawal design of single subject research were adopted in the study. The researcher observed the participants five times in the baseline within two weeks. Afterwards, the participants were arranged to take part in picture book shared-reading activities ten times in the intervention for two weeks. A week after the end of the activities, a follow-up observation was carried out five times for two weeks. Meanwhile, the reasearcher used “interviews outline,” “easy-and-quick intelligence scale for children,” “self-made record table of corpus analysis,” “self-made post-reading worksheet,” and “receptive and expressive vocabulary test (second edition)” to collect data. The data was analyzed with visual analysis and C statistics to calculate the number and the average length of the sentences. Furthermore, the researcher also used standardized assessment tools along with observation and interviews to analyze participants’ oral performances. The results of the study were reported as follows: (a) The paternal involvement in picture book shared-reading activities had intervention and retention effects on improving participants’ oral expression ability . (b) The paternal involvement in picture book shared-reading activities had no intervention effects on improving participants’ oral expression ability of the average length of the sentences ; however, it had retention effects. (c) The paternal involvement in picture book shared-reading activities could partially improve participants’ oral expression ability. (d) The paternal involvement in picture book shared-reading activities could make participants more intimate with their family. Last, based on the results of the study, the suggestions were provided to be reference for relevant researchers, organizations and further study.
9
Chang, Chia-Heng, and 張嘉恒. "An Action Research of Dialogical Reading for Promoting Oral Expression of an Elementary School Child with Autism." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5c63g7.
Full textAbstract:
碩士臺北市立大學
特殊教育學系
105
The study is to investigate the dialogic reading activities for promoting oral expression of children with autism in the classroom. The aims of the study are: 1. through the course of action to understand how dialogic reading activities promote interaction and response of children with autism; 2. through the course of action to understand how dialogic reading activities promote oral expression of children with autism; 3. through the course of action to understand the performance with special education teacher. This study adopted action research approach. The researcher is a special education teacher and the participants are the student in his class. The researcher used the student's life photos for personal life picture book, and 13 reading activiies. The data collection methods include interview, teaching log, teaching observation, discussion record and audio-visual processing manuscript. Finally, the researcher repeatedly review and reflection of the information collected by the process to complete the action research report. The results showed that the student’s number of immediate echolalia reduced and echolalia responses delayed by using oral or point responses in activities. After demonstrations, prompting and encouraging repeat, the student with autism gradually extended from the words to simple sentence expression. The special education teacher in this study can promote reading literature, training and discussion with professional team discussion to achieve professional growth. Finally, from the student performance and feedback, further provided for future teachers in thier teaching and research.
10
YEN, SHIN-YIN, and 顏詩吟. "A Study on the Relationship between Reading and Oral Expression- An Action Research Based on the Third-Graders in New Taipei City-." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/73688422173380776450.
Full textAbstract:
碩士世新大學
口語傳播學研究所
105
The study was conducted on the basis of an issue of students’ oral expression in instructional setting, aiming at facilitating students’ ability of reading comprehension oftextsadopting instructional activities of reading comprehension strategies with a hope that students could internalize themand propose personal viewpoints and provide an organized restatement of the topic along with a summarization of texts. Participants in this study were 3rd graders in a primary school in New Taipei City. The researcher adopted instructional activities of reading comprehension strategies, primarily including the five strategies as follows: “prediction”, “linking”, “summarization”, “abstracting and identifying main ideas” and “notes taking”, to implement instructional activities lasting ten weeks. In the implementation process, the researcher would administer an oral expression evaluation to students twicealong with the collection of teachers’ reflection on teaching practice, worksheets and other relevant materials for conducting a qualitative analysis to understand the effect of teaching reading comprehension strategies on students’ ability of oral expression. Based on the research findings, conclusions for the study are as follows: 1. Reading comprehension strategies enhance students’ organizational skills for oral expression. 2. Reading comprehension strategies increase the content of students’ oral expression. 3. Reading comprehension strategies enhance students’ ability of writing an outline for oral expression. 4. Reading comprehension strategies enhance students’ semantic and grammatical ability of expression. 5. Reading comprehension strategies boost students’ confidence in body language.
Books on the topic "Fluent oral reading with expression"
1
Timothy, Gura, ed. Oral interpretation. 8th ed. Boston, Mass: Houghton Mifflin, 1992.
Find full text
2
Timothy, Gura, ed. Oral interpretation. 9th ed. Boston: Houghton Mifflin Co., 1997.
Find full text
5
The fluent reader: Oral & silent reading strategies for building fluency, word recognition & comprehension. 2nd ed. New York: Scholastic, 2010.
Find full text
6
The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic Professional Books, 2003.
Find full text
8
Kuhn, Melanie R., and Lorell Levy. Developing Fluent Readers: Teaching Fluency as a Foundational Skill. The Guilford Press, 2015.
Find full text
9
Kuhn, Melanie R., and Lorell Levy. Developing Fluent Readers: Teaching Fluency As a Foundational Skill. Guilford Publications, 2015.
Find full text
10
Franz, Carleen, Lee Ascherman, and Julia Shaftel. Learning Disabilities in Written Expression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0005.
Full textAbstract:
Writing disabilities have many potential origins, including oral language deficits, motor coordination problems, and reading disabilities. Multiple potential sources of written language problems are described, along with the integrative aspects of the writing process that make it one of the most demanding academic tasks. Remedial interventions vary according to the identified cause of the problem based on the results of the psychoeducational evaluation. Remediation targeting the individual and modifications to classroom instruction may be required. Case studies illustrate three different underlying causes of writing problems. Key among these are motor and spatial skills, general language ability, and comorbid behavioral or reading disorders.
Book chapters on the topic "Fluent oral reading with expression"
1
Seifert, Tami, and Veronika Zimon. "Using Tablet Applications as Assistive Tools in Teaching English as a Foreign Language." In Mobile Technologies in Educational Organizations, 263–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8106-2.ch013.
Full textAbstract:
A case study examined the contribution of tablet applications for English language acquisition and improvement of reading and reading comprehension skills among pupils diagnosed with learning disabilities and those not diagnosed with learning disabilities. Participants were Grade 4 pupils from a public school in central Israel in two groups. Group 1 included two boys and two girls diagnosed with learning disabilities; Group 2 included two boys and two girls not diagnosed with learning disabilities. English learning applications were used with the intent of improving the abilities of letter recognition, reading, reading comprehension, listening comprehension, and oral expression in English in a fun way relevant to the pupils' lives. Findings indicated a more pronounced improvement in English reading and reading comprehension skills among pupils who were diagnosed with learning disabilities. The research also confirms that the use of tablet applications resulted in increased motivation for learning.
Conference papers on the topic "Fluent oral reading with expression"
1
Borrego Elías, Ana Lourdes Aracely, Pilar Cecilia Godina González, Francisco Javier Martínez-Ruiz, and Diana Villagrana Ávila. "COMPREHENSIVE READING DEVELOPMENT THROUGH LEARNING OBJECTS IMPLEMENTATION. CASE STUDY: IN ADVANCED WRITING AND ORAL EXPRESSION COURSE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0742.
Full text
2
Vecino-Ramos, Sonia, and Paola Ruiz-Bernardo. "Desarrollo de la expresión y la oralidad a través de clubs de lectura en el aula de inglés en Escuelas Oficiales de Idiomas." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12021.
Full textAbstract:
The reading clubs or book clubs are an innovative practice in the foreign language classroom that, apart from the reading comprehension, allow the students to share their individual and personal experience with their classmates, and, thus, improve their speaking by means of the practice of orality, as well as to promote their critical and reflexive thinking throudh the contualization offered by the book. This communication explains the case study of these clubs in English classes at Official School of Languages in Castellón in the B1, B2 and C1 levels. To evaluate the experience a self-designed survey was administered based on their reading development and centered in the students perception related to their improvement in reading comprehension and oral expression. From the results, it can be concluded that the students perception towards the use of reading clubs in the classroom to practise oralitiy and speaking is positive, which makes it advisable to use them in other languages and different educational levels.