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Novianti, Nita, and Nur Hafiz Abdurahman. "Read alouds 2.0 in an Indonesian tertiary EFL classroom." Indonesian Journal of Applied Linguistics 8, no. 3 (January 31, 2019): 703. http://dx.doi.org/10.17509/ijal.v8i3.15259.
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Read alouds have long been advocated as a reading practice that is not only appropriate for children but also for adult learners. Empirical evidence shows that reading aloud could be an effective strategy for EFL students’ reading comprehension. However, its practice in EFL literature classrooms has received scarce attention. To fill this practical gap, this article reports on the adoption of read alouds 2.0 in a tertiary EFL literature classroom. The read aloud 2.0 aims to help students make meaning of literary texts. In this practice, blended discussion was carried out through Edmodo as a learning platform for virtual engagement between teacher and students and between students and their peers. The implication of this practice is that both teachers and students maximize their engagement with literary texts both face-to-face and virtually.
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Wrenn, Melissa, and Jennifer L. Gallagher. "Getting critical with disciplinary literacy: a read aloud strategy." Social Studies Research and Practice 16, no. 1 (April 13, 2021): 1–15. http://dx.doi.org/10.1108/ssrp-12-2020-0051.
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PurposeThe purpose of this article is to explain and demonstrate a critical disciplinary read aloud strategy that has both an equity goal and a social studies goal.Design/methodology/approachThe authors begin by explaining background information on read alouds and critical disciplinary literacy. Then, the authors explain the four steps in the critical disciplinary literacy read aloud strategy. As the authors do so, they share important research that supports each of the four steps. Next, the authors offer a sample lesson plan using the informational picture book, Carter Reads the Newspaper.FindingsThe lesson plan uses a 5E template to promote critical disciplinary literacy before, during and after reading in such a way that teachers can foster inquiry through the use of social studies read alouds. After reading this article, teachers will understand more about what critical disciplinary literacy means, what it looks like a lesson plan and how to create their own similar plans using the template and resources provided.Originality/valueThe critical disciplinary literacy strategy offers teachers a way to engage elementary students in work that highlights social justice topics and inquiry.
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Nurkaeti, Nunuy, Sani Aryanto, and Yosi Gumala. "READ ALOUD: A LITERACY ACTIVITY IN ELEMENTARY SCHOOL." PrimaryEdu - Journal of Primary Education 3, no. 2 (October 1, 2019): 55. http://dx.doi.org/10.22460/pej.v3i2.1377.
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Reading literacy is the main key on develop knowledge. Reading literacy in elementary schools was developed through the implementation of the school literacy movement. The literacy activities are carried out as evidence of the implementation of the school literacy movement. This study aims to describe the implementation of reading literacy activity and read aloud in elementary schools. The research method used was descriptive qualitative through data collection based on a questionnaire and documentation study at ten elementary schools in Majalengka. The results show that literacy activities have been implemented in primary schools, although they have not been routinely carried out. Reading literacy methods used include read aloud, review, alphabetical methods, and reading comprehension. There are schools that have used read aloud as an effort to increase the reading literacy of elementary school students. Generally teachers in schools do not yet know the read aloud and its implementation. Training is needed for teachers to developing literacy activities in primary schools, so that could optimizing literacy activities through the use of various reading strategies.
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Widhiasih, Luh Ketut Sri, and Putu Ayu Paramita Dharmayanti. "STRATEGI MEMBACA NYARING DI SEKOLAH DASAR." Adi Widya: Jurnal Pendidikan Dasar 2, no. 2 (August 2, 2019): 96. http://dx.doi.org/10.25078/aw.v2i2.967.
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<p><em>The low reading skills of students in Indonesia compared to the International encourages the government to issue a strategic policies that seek to build a love of the Indonesian people to read. At the level of the school, teachers as an executor of a policy use various strategies to improve reading comprehension of their students. One of the strategies used is reading aloud strategy. The implementation of reading aloud strategy in schools is often misunderstood, so it requires a clearer understanding of what it is reading aloud strategy and how its implementation. Reading aloud strategy is not just a way to teach reading but also a way to build a love of reading value. Love reading value character is important to get more attention in the middle of the decline of reading comprehension level of Indonesian students in the world level which can also affect the development of the country.</em></p>
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Kucan, Linda, and Isabel L. Beck. "Thinking Aloud and Reading Comprehension Research: Inquiry, Instruction, and Social Interaction." Review of Educational Research 67, no. 3 (September 1997): 271–99. http://dx.doi.org/10.3102/00346543067003271.
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This is a review of research on thinking aloud in reading comprehension that considers thinking aloud as a method of inquiry, a mode of instruction, and a means for encouraging social interaction. As a method of inquiry, the analysis of verbal reports provided by readers thinking aloud revealed the flexible and goal-directed processing of expert readers. As a mode of instruction, thinking aloud was first employed by teachers who modeled their processing during reading, making overt the strategies they were using to comprehend text. Subsequently, instructional approaches were developed to engage students themselves in thinking aloud. Such endeavors revealed facilitation effects on text understanding. Current efforts to engage students in constructing meaning from text in collaborative discussions seem to indicate a new direction for thinking aloud research, one in which social interaction assumes increased importance.
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Et al., Muhammad Khalid Mehmood Sajid. "EFFECTIVENESS OF READING ALOUD STRATEGIES ON LOW PROFICIENCY PAKISTANI COLLEGE LEVEL FEMALE STUDENTS OF ENGLISH DEPARTMENT FROM HUMANITIES GROUP AT HIGHER SECONDARY SYSTEM: A TEACHERS’ PERCEPTION." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 1 (March 13, 2021): 851–62. http://dx.doi.org/10.17762/itii.v9i1.210.
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Reading is an important part of learning. No one can deny its importance. The importance of reading aloud strategies has increased. Reading aloud strategies are very important, especially for low proficiency students and for those who use the English language as a second language. It is vital for low proficiency students at the national and international levels. This study examines the effectiveness of the read-aloud strategies on low proficiency students at the secondary school level in Multan city. The study was conducted at the higher secondary school of Multan city in Pakistan; data were collected from students of the first year through a questionnaire, and pre-test post-test instruments were also used. The study is based on an experimental research design, and the target sample was 20 students of humanities group and five teachers from the English department. The study found that the reading aloud strategies help low proficiency students at the college level in Pakistan.
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Wexler, Jade, Devin M. Kearns, Christopher J. Lemons, Marisa Mitchell, Erin Clancy, Kimberly A. Davidson, Anne C. Sinclair, and Yan Wei. "Reading Comprehension and Co-Teaching Practices in Middle School English Language Arts Classrooms." Exceptional Children 84, no. 4 (May 8, 2018): 384–402. http://dx.doi.org/10.1177/0014402918771543.
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This study reports practices implemented in over 2,000 minutes by 16 middle school special education and general education co-teaching pairs in English language arts classes. We report the extent to which teachers integrated literacy activities that support reading comprehension, the co-teaching models used, and the frequency with which each teacher led instruction. We also report the types of grouping structures teachers used and the extent to which teachers interacted with students with disabilities. Finally, we report the types of text used. Observations revealed that more than half of time spent on literacy activities involved reading aloud or silently with no co-occurring literacy instruction that supports reading comprehension. Students with disabilities spent a majority of their time in whole-class instruction or working independently with little teacher interaction. Special education teachers spent most of their time supporting whole-class instruction led by the content-area teacher. Implications and directions for future research are provided.
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Rochman, Muhammad. "The IMPORTANCE OF TEACHING READING: IMPROVING STUDENTS’ READING COMPREHENSION IN EFL CONTEXT EMPHASIZED ON READING FLUENCY AND ACCURACY." JOURNEY (Journal of English Language and Pedagogy) 1, no. 1 (September 16, 2018): 6–14. http://dx.doi.org/10.33503/journey.v1i1.91.
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Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of reading achievement. Assessing reading fluency, teachers need to listen to students read aloud to make judgments about their progress in reading fluency. In other side, teaching reading in accuracy exercises encourage a thoughtful use of language and the information is intended to help students understand how English works.
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Sofyan, Nurlaily, Jusmin HJ Wahid, and Nirwan H. Idris. "The Effectiveness of Reading Aloud Strategy in Concerning Students' Reading Skills." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 8, no. 1 (June 30, 2021): 11. http://dx.doi.org/10.33394/jo-elt.v8i1.3564.
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Reading Aloud strategy used in the teaching reading skills, which means the teachers and students pronounced the word loudly in front of the class to get the information. The strategy is rewarding for students to understand the reading texts. Then, the researchers used a reading test as an instrument to know the students' competence in reading skills. This research used Quasi-Experimental Design. The result was proved that the score in the experimental class was 61 with a standard deviation was 8.20 and the post-test score was 69.1 with a standard deviation was 8.22 then the score of pre-test in the control class was 56.5 with a standard deviation was 8.53 and post-test was 60.40 with standard deviation was 9. 68. The results achieved from both tests were different. Next, the t-test score both in class was 0, 00. It means that the hypothesis is accepted, it concluded that the implementation of the reading aloud strategy can improve students' reading skills competence.
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Shanahan, Cynthia, Timothy Shanahan, and Cynthia Misischia. "Analysis of Expert Readers in Three Disciplines." Journal of Literacy Research 43, no. 4 (December 2011): 393–429. http://dx.doi.org/10.1177/1086296x11424071.
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The purpose of this study is to describe educationally relevant differences in literacy use among three subject-matter disciplines—history, chemistry, and mathematics. These analyses were drawn from an investigation of the teaching of disciplinary literacy in high schools. The purpose of the overall project was to improve the literacy-teaching preparation in a secondary preservice teacher education program, but this study sought to identify specific features of literacy and literacy use only in the three disciplines. It is the first expert-reader study to consider the reading of mathematicians and chemists (though other kinds of scientists have been studied in this way). To conduct this investigation, three teams were assembled, one for each discipline, including two disciplinary experts (historians, chemists, and mathematicians), two teacher educators who prepare high school teachers to teach those disciplines, and two high school teachers from each discipline. Using think-aloud protocols, transcripts from focus group discussions, a recursive process of member checking, and a cross-disciplinary consideration of reading approaches identified in each discipline, the study identified important differences in the reading behaviors of the six disciplinary experts. Although much of the work was based on think-aloud protocols and interviews with the disciplinary experts, the teachers and teacher educators participated with the disciplinary experts in focus-group discussions of the protocols, and their reactions and insights helped the disciplinary experts to articulate their approaches and to determine implications of the reading behaviors that were observed. Differences were evident in sourcing, contextualization, corroboration, close reading and rereading, critical response to text, and use of text structure or arrangement and graphics.
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Magdalena, Ina, Tio Saputra, Sihury Wellya Pamungkas, and Raihan Fadhlurahman Jamirullah. "Penggunaan Desain Pembelajaran dalam Meningkatkan Keterampilan Membaca Siswa SD Kelas III SDN Curug 1." AS-SABIQUN 2, no. 2 (September 30, 2020): 30–48. http://dx.doi.org/10.36088/assabiqun.v2i2.1001.
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This research was conducted at SDN Curug 1. The purpose of this study was to determine the use of learning designs in improving reading skills of third grade students. The object of this research is a class III teacher at SDN Curug 1. The method used in this research is qualitative research using observation, interview and documentation techniques. Class teachers at SDN Curug 1 use the design method of learning to read aloud and fast and the teacher also uses the existing library in the form of interesting reading books so that students are expected to be able to improve their reading skills.
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Pacheco, Mark B., Shannon M. Daniel, Lisa C. Pray, and Robert T. Jiménez. "Translingual Practice, Strategic Participation, and Meaning-Making." Journal of Literacy Research 51, no. 1 (January 7, 2019): 75–99. http://dx.doi.org/10.1177/1086296x18820642.
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This case study examines one third-grade teacher’s strategic participation in translingual practice and the ways that this participation shaped emerging bilingual students’ meaningful engagements with texts. Using a transliteracies perspective, we describe instances of emergence and resonance as students and their teacher leveraged resources coded in English, Arabic, and Spanish to co-construct meaning. Analysis of small-group guided reading, buddy reading, and an interactive read-aloud detail how the teacher used entextualizing, envoicing, and recontextualizing strategies to support students’ participation. Analysis of postinstruction interviews describes how resources, expertise, and emotion resonated within each literacy event and across time for this teacher. We conclude with recommendations for including translingual pedagogies in similar classroom contexts, arguing for the importance of recognizing and developing teachers’ translingual competence, as well as their emerging multilingualism.
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Warner, Lionel, Caroline Crolla, Andy Goodwyn, Eileen Hyder, and Brian Richards. "Reading aloud in high schools: students and teachers across the curriculum." Educational Review 68, no. 2 (September 2015): 222–38. http://dx.doi.org/10.1080/00131911.2015.1067881.
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Norhaida, Norhaida. "The Implementation of Image Media for Improving Reading Skills at SDN 24 Delta Pawan." International Journal of Learning and Instruction (IJLI) 2, no. 1 (April 23, 2020): 51. http://dx.doi.org/10.26418/ijli.v2i1.40755.
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The purpose of this research was to describe the ability of teachers to plan, implement, and improve their reading skills aloud by using picture media in Indonesian language lessons in II grade at SDN 24 Delta Pawan. The form of this research was Classroom Action Research (CAR) with collaborative nature between researchers and peers as well as II grade students in three action cycles. Data collection techniques using direct observation techniques and measurement techniques. The data collection tool used the observation sheets of IPKG I and IPKG II as well as performance tests. The data analysis technique used percentage and triangulation techniques. The results showed an increase in the ability of teachers to design learning in the first cycle with an average score of 2.57 in the sufficient category, to be increased in the third cycle to 3.43 with a good category with an increase of 21.50%. The ability of teachers to carry out learning in the first cycle with an average score of 2.24 in the sufficient category, increased in the third cycle to 3.88 in the good category, with an increase of 46.95%. There was an increase in learning outcomes in the material reading aloud with picture media in II grade SDN 24 Delta Pawan Ketapang by 34.11%. Keywords: Image Media, Learning, Reading Aloud
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Foss, Susan M. "Teacher to Teacher: Literature in the Mathematics Classroom: Introducing The Inch Boy to Middle School Students." Mathematics Teaching in the Middle School 13, no. 9 (May 2008): 538–42. http://dx.doi.org/10.5951/mtms.13.9.0538.
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I was sitting in a faculty meeting when my principal suggested that teachers of all disciplines should read to their students. I remember thinking to myself, These are middle school students. They should know how to read already. My principal continued by explaining that reading aloud to a class is an excellent and effective way to in-still the love of literature in students. I was doubtful, and thought, I'm a math teacher. We don't have time to read books in math. As if he were reading my mind, the principal gave examples of how teachers of all disciplines, including mathematics, could incorporate literature into their lessons. I was skeptical but decided to give it a try.
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Hanington, Linda Mary. "Reading Aloud as a Technique for Developing Teachers’ Awareness of English Phonology." Language Education in Asia 5, no. 1 (October 29, 2014): 117–28. http://dx.doi.org/10.5746/leia/14/v5/i1/a09/hanington.
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Morrow, Lesley Mandel, Muriel K. Rand, and Jeffrey K. Smith. "Reading aloud to children: Characteristics and relationships between teachers and student behaviors." Reading Research and Instruction 35, no. 1 (September 1995): 85–101. http://dx.doi.org/10.1080/19388079509558199.
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Kääntä, Leila. "In search of proper pronunciation: students’ practices of soliciting help during read-aloud." AFinLA-e: Soveltavan kielitieteen tutkimuksia, no. 10 (July 2, 2018): 61–81. http://dx.doi.org/10.30660/afinla.73125.
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This ar cle examines Finnish L2 learners’ interactional practices of flagging trouble in pronouncing words when reading aloud texts in English. Using conversation analysis, it describes how students employ three repair initiaon techniques – direct requests, trying out, and aborting the reading – as methods through which they mobilize teachers’ help in the form of a model pronunciation of the target word. By describing the sequential and temporal unfolding of read-aloud, the article presents an empirical way of tracing those classroom practices that students employ to develop their pronunciation skills of English in Finland. CA-based methodology that focuses on the interactional details of how classroom activities are organized provides new insights on what happens in classroom interaction in terms of pronuncia on instruction. The findings not only have local relevance to teachers’ pedagogical training in Finland, but also more broadly in showing L2 teachers how classroom activities can be organized to promote practicing of pronunciation skills.
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Eka, Eka Pratiwi, Nurbiana Dhieni, and Asep Supena. "Early Discipline Behavior: Read aloud Story with Big Book Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 321–31. http://dx.doi.org/10.21009/jpud.142.10.
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Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment.
Keywords: Early Discipline Behavior, Read aloud, Big Book Media
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Al-Qahtani, Abdulaziz Ali. "Investigating Metacognitive Think-Aloud Strategy in Improving Saudi EFL Learners' Reading Comprehension and Attitudes." English Language Teaching 13, no. 9 (August 13, 2020): 50. http://dx.doi.org/10.5539/elt.v13n9p50.
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The current study's objective examines the effectiveness of using a Think-Aloud strategy in improving Saudi EFL learners' reading comprehension and attitudes towards learning. A quantitative study with a quasi-experimental design was implemented through applying two different instruments: Reading Comprehension Skills Test and Attitude Scale towards learning EFL. The study adopts a pre-post control group design where forty students were randomly assigned to either a control or an experimental group. Students of the experimental group were instructed by using metacognitive Think-Aloud strategy, whereas, the control group received traditional treatment such as skimming and scanning techniques. The findings of the study showed that the attitudes and reading comprehension skills of the experimental group improved significantly as opposed to the control group. The study gives more insight into the importance of applying a Think-Aloud strategy in teaching reading comprehension inside EFL educational context. The study also suggests recommendations for EFL teachers to increase the efficiency of applying this strategy through their teaching procedures.
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Channa, Mansoor Ahmed, Zaimuariffudin Shukri Nordin, and Abdul Malik Abassi. "Metacognitive Scaffolding in Reading Comprehension: Classroom Observations Reveal Strategies to Overcome Reading Obstacles of Engineering Students at QUEST, Nawabshah, Sindh, Pakistan." International Journal of English Linguistics 8, no. 3 (February 5, 2018): 131. http://dx.doi.org/10.5539/ijel.v8n3p131.
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This study aimed at investigating the development of reading comprehension of engineering students through metacognitive strategies and scaffolding. This study used 12 classroom observations in four engineering departments of one public university in Pakistan. The researcher observed 3 classes in each department at the time of read-aloud sessions. The class in each department was comprised on minimum 55 students and maximum 75 students. The researcher himself conducted all the 12 observations to maintain reliability without interfere of the complete teaching method. Teacher in each class was introduced by the observer and his aim to come in the first observation session. The observer sat at the back of every classroom and noted all instructional practices carefully on the field-notes based on teachers using metacognitive strategies to support students in terms of reading comprehension instructions. This study revealed the promising results based on metacognitive scaffolding and strategies as the most important tools for engineering students and language teachers to use for the development of reading and comprehension.
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James S. Jacobs, Timothy G. Morriso. "READING ALOUD TO STUDENTS: A NATIONAL PROBABILITY STUDY OF CLASSROOM READING PRACTICES OF ELEMENTARY SCHOOL TEACHERS." Reading Psychology 21, no. 3 (July 2000): 171–93. http://dx.doi.org/10.1080/02702710050144331.
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AL-Qahtani, Abdulaziz Ali. "Why Do Saudi EFL Readers Exhibit Poor Reading Abilities?" English Language and Literature Studies 6, no. 1 (February 26, 2016): 1. http://dx.doi.org/10.5539/ells.v6n1p1.
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<p>The aim of the current study was to investigate the reasons behind Saudi learners’ poor reading skills. To this end, the objectives were to identify the reading habits of Saudi English as a Foreign Language (EFL) middle school learners, to understand the extent to which Saudi EFL middle school learners use reading comprehension skills and to explore the perceptions of learners, teachers and supervisors regarding Saudi EFL learners’ reading abilities. The study sample consisted of 90 Saudi EFL middle school students, eight EFL teachers and six supervisors. The students were surveyed and interviewed about their reading habits and use of reading skills, while the teachers and supervisors were interviewed to explore their perceptions about reading instruction in the Saudi context. The results revealed that most Saudi EFL students lack the necessary reading habits in L1 and L2. In addition, they rarely make use of important reading skills when they read English texts. This study identified “lack of exposure to target language”, “poor teaching skills and teacher training programs”, “little attention to comprehension and more attention to reading aloud”, “students’ lack of motivation”, “little emphasis on reading skills in textbooks”, “unfamiliar and unsuitable reading topics”, “lack of reading skills training for students”, “students’ limited vocabulary” and “lack of parental involvement” as the most important factors behind Saudi students’ poor reading abilities. The study concluded with important recommendations and suggestions for future research.</p>
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Warner, Lionel, and Caroline Crolla. "The practice of reading aloud in the high school: a preliminary investigation." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 419–26. http://dx.doi.org/10.1108/etpc-06-2015-0045.
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Purpose – The purpose of this paper is to investigate why reading aloud (RA), both by teachers and students, is such a common practice in high school classrooms. In particular, this investigation considers students’ views of why RA is practised and what are its effects. Design/methodology/approach – The paper presents the results of two small focus group discussions, in which high school students were given the opportunity to express their responses to the notion of RA in the classroom. Their responses are considered in the context of theoretical views of RA: pedagogical, reader-response and social/vocational. Findings – Analysis of responses revealed acknowledgement that RA is not only a useful skill but also that it is in the classroom, a site of anxiety and even conflict. Research limitations/implications – The sample is small and of very circumscribed generalisability. The students’ responses indicate further questions that might usefully be asked about the purpose and value of RA, in school and in society. Practical implications – The findings have implications for teachers’ practice, particularly in terms of the extent to which and the conditions in which students’ RA can develop confidence. Originality/value – Although much has been written about the use of RA with young children, it remains under-researched in mainstream high schools.
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Fisher, Douglas, Nancy Frey, and Diane Lapp. "COACHING MIDDLE-LEVEL TEACHERS TO THINK ALOUD IMPROVES COMPREHENSION INSTRUCTION AND STUDENT READING ACHIEVEMENT." Teacher Educator 46, no. 3 (June 30, 2011): 231–43. http://dx.doi.org/10.1080/08878730.2011.580043.
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Merga, Margaret Kristin, and Susan Ledger. "Teachers' attitudes toward and frequency of engagement in reading aloud in the primary classroom." Literacy 53, no. 3 (September 7, 2018): 134–42. http://dx.doi.org/10.1111/lit.12162.
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McElhone, Dot, F. Blake Tenore, and Dennis S. Davis. "How Teachers Mobilize and Transform Their Conceptualizations of Reading Comprehension Into Representations of Instructional Practice." Literacy Research: Theory, Method, and Practice 66, no. 1 (July 6, 2017): 232–47. http://dx.doi.org/10.1177/2381336917718502.
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This research examines the specialized knowledge of reading comprehension articulated by 12 middle school English language arts teachers sampled from three different regions of the United States and representing various levels of teaching experience. Using detailed interviews, concept mapping, and think aloud methods, we identified salient touchstones that characterize the teachers’ understandings of how and why readers interact with texts to construct meanings and change as readers. In this article, we present examples that illustrate the many ways that these understandings of comprehension were mobilized and transformed in their explanations of instructional practices.
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Swaran Singh, Charanjit Kaur, Eng Tek Ong, Tarsame Singh Masa Singh, Mahendaran Maniam, and Tunku Mohani Tunku Mohtar. "Exploring ESL learners' reading test taking strategies." Studies in English Language and Education 8, no. 1 (January 3, 2021): 227–42. http://dx.doi.org/10.24815/siele.v8i1.18130.
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This study examined the test taking strategies of weak ESL students of an English language proficiency course. Test taking strategies are known as the methods that test takers use as an alternative aimed at attaining correct answers on a specified form of language assessment. The study adopted a qualitative study. The participants in this study were forty-four learners from the Bachelor of Arts Program. The learners were asked to think aloud while reading an assigned text to answer the questions. Four learners’ thinking aloud recordings were transcribed and analysed. Focus group interviews were carried out for triangulation purposes. Data collected were analysed manually. The ESL learners implemented many test taking strategies as they coped with the reading comprehension test. The findings of the study show how ESL students used cognitive, metacognitive, compensating, and social strategies. Participants expressed that understanding and reading the passage allowed them to draw conclusions better in answering the multiple choice questions. The findings revealed that they used a compensation strategy whereby they tried guessing the answers on a number of occasions. The findings of the study implicate teachers’ roles in L2 reading and also to guide the ESL learners in the process of answering reading passage and answer the comprehension questions.
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Kurniliawati, Umi Nur. "CLASSROOM TECHNIQUES USED IN THE TEACHING OF ENGLISH BASED ON CURRICULUM 2013: A NATURALISTIC STUDY AT STATE JUNIOR HIGH SCHOOL OF SAWIT 1 BOYOLALI." Jurnal Penelitian Humaniora 17, no. 1 (August 14, 2016): 23. http://dx.doi.org/10.23917/humaniora.v17i1.2348.
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This study is carried out to describe classroom technique used in the teaching of English at State of Junior High School of Sawit 1 Boyolali. The kinds of this research is describtive qualitative research especially naturalistic study in analyzing the data. The method of collecting data in this research are observation, interview and document. The finding of the study shows that there are some classroom techniques implemented by English teachers at SMP Negeri 1 State of Junior High School of Sawit 1 Boyolali, drilling, grouping, individual task, listening to music, picture describing, presentation, question and answer, questioning, reading aloud, repetition, role play, and translation.The teachers have roles as facilitator, teacher as motivator, teacheras observer, teacher as manager, teacher as model, teacher as counselor, teacher as controller, and teacher as evaluator. The students have roles as members of group, as tutor of other learners, as negotiator, as subject, and as monitor and evaluator of their own learning progress. There are some materials used by English teachers, such as: textbook, workbook, dictionary, photocopy exercises, powerpoint on LCD, audio like song, and videos from youtube. The conclusion of this research is that English teachers at State of Junior High School of Sawit 1 Boyolali used various classroom techniques which can improve the students’ ability. Various techniques can make the students interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the results, apparently, classroom techniques used by the teachers have important role in the teaching-learning process.
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Yau, Jia-ling Charlene. "Roles of mental translation in first and foreign language reading." International Journal of Bilingualism 15, no. 4 (November 18, 2010): 373–87. http://dx.doi.org/10.1177/1367006910380038.
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This study integrates both quantitative and qualitative approaches to examine the roles that mental translation plays in reading classical Chinese and English as a foreign language among Taiwanese high school students. Gadamer’s theory of hermeneutic experience and the Vygotskian social-cultural theory provide the theoretical frameworks for this study. The quantitative data consist of reading comprehension tests and translation surveys, while the qualitative data are composed of think-aloud protocols and interviews with the participating students and their teachers. At least two prominent findings emerge from the data analyses: (1) mental translation appears to have positive and significant associations with reading comprehension across two languages; (2) ambivalent perceptions of and attitudes toward the employment of mental translation for reading classical literary Chinese and English are discerned. The findings support Gadamer’s contention that humans learn to translate as they are learning a language. The views and ideas expressed by the participating teachers and students uncover a sociocultural dimension of reading, as proposed by Vygotsky.
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Purnawati, Purnawati. "TEACHING REFERENCE WORD WITH “ROBINHOOD” READING ACTIVITY." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 2, no. 1 (May 30, 2017): 9. http://dx.doi.org/10.29407/jetar.v2i1.732.
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Reading plays a very significant role in the teaching and learning of English as a Second or fereign Language ( ESL/ EFL ) in Junior High School. In fact, it is a mojor skill which has been tested for years in the National Final Examination. The questions which had appeared in the test are mostly testing the students’ reading comprehension ability. To succeed the test , the students should master five genres of monologue text and nine short functional texts. Consequently, teachers should provide them with reading comprehension strategies. This paper offers a strategy “ Inferring anaphoric & cataphoric” Reference with the theoretical assumption of “Think Aloud” through an activity called “ Robinhood” to provide students with a reading strategy to deal with one of the short functional text that is Reference Word. The activity of “Robinhood” will ease them when they are dealing with questions related with reference word.The activity leads students to learn in joyful atmoshere since while learning they also feel like playing a game. Considering the effectiveness of the learning activity, English language teachers are recommended to adopt it in their classes.
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Yusup, Pawit M., Tine Silvana Rachmawati, Ninis Agustini Damayani, and Evi Nursanti Rukmana. "Koleksi buku cerita bergambar (picture storybooks) di Perpustakaan Desa Sukamukti." Berkala Ilmu Perpustakaan dan Informasi 16, no. 1 (June 23, 2020): 83–96. http://dx.doi.org/10.22146/bip.v16i1.151.
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Introduction. The teachers at Kelompok Belajar Islam Terpadu (KBIT) Sukamukti village have used picture storybooks from the Library of Sukamukti village and reading them in a story telling session to their students. Two of this activities as a basic in the pre-reading activity to early childhood, so that the purpose this reaserch is to understand how the teachers use the picture storybooks, reading technique, and storytelling.
Data Collection Method. This paper used a qualitative perspective with phenomenology by using observations, interviews, focus group discussions, and literature study.
Analysis Data. Data from interviews were transcribed for further analysis
Results and Discussion. The teachers at KBIT Sukamukti village used the picture of storybooks with fables. The teachers also discussed plot, animal activities, themes and morality based on the story. The language in the story is easy to understand by the children, book illustrations explain the reality of the character in the forest. Activities read aloud by introducing the identity of the book used, and storytelling activities through self-assement, stories, sounds, expressions, gestures, and other abilities.
Conclusion. The teachers read and tell stories to educate young children in alphabet, vocabularies, and creativity. This helps early children in the process of learning pre-reading.
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Duggins, Shaunté, and Melanie M. Acosta. "Reading aloud in an era of common core: An exploratory study of the perspectives of primary teachers serving African American children in low-income communities." Journal of Early Childhood Literacy 19, no. 2 (July 11, 2017): 252–78. http://dx.doi.org/10.1177/1468798417716980.
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Within the last decade, two large reading reform efforts have directed state and local state school reading instruction, the Reading First Initiative (2002) and the Common Core State Standards for English Language Arts (2010). These initiatives have heavily shaped literacy teaching and learning with a focus on disparity reduction in literacy achievement among culturally diverse student groups. Unfortunately, the impact of such policies on student reading achievement and reading instruction is mixed. In other words, there is little consensus or firm evidence to document substantial positive outcomes of reading policy implementation. The current study explores the influence of the Common Core State Standards on the read-aloud perspectives and practices of primary-grade teachers in schools serving predominantly African American children in economically marginalized communities after adoption of the standards. Participants included 64 primary teachers across five Title I schools who completed an online survey that included open and closed ended questions. Researchers used quantitative and qualitative methods to analyse the data, guided by a critical, sociocultural perspective. Overall, findings point to a disconnect between the intentions of the Common Core State Standards in primary classrooms and the realities of how classroom teachers are interpreting the policy and providing instruction as a result, particularly in schools in low-income communities.
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Ratnaningsih, Nani, Ebih A. R. Arhasy, and Edi Hidayat. "The Analysis of Dyscalculia Students Learning Difficulty in Inclusive Education of Primary School Level in Tasikmalaya." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (March 29, 2019): 238. http://dx.doi.org/10.26737/jetl.v4i1.997.
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Inclusive education is a government program that is realized through an inclusive school program to help students with disabilities so that their formal education can be well served. The implementation of inclusive education in Tasikmalaya City and District is less encouraging, various plans for implementing inclusive education need to be taken seriously. The purpose of this study: studying, analyzing, and describing the learning difficulties of dyscalculia students; discuss the challenges or learning process in inclusive schools for dyscalculia students. The method used in this study is descriptive qualitative and think aloud was carried out at 4 inclusive schools in Tasikmalaya namely SDN Manggungjaya 1, SDN Sukasirna, SDN Cibungkul and SDN Tanjung 2. The subjects in this study were principals, class teachers in inclusive schools, and dyscalculia students in grades 4, 5 and 6 of each. The methods used in this study were descriptive qualitative and think aloud. The instruments used the researchers themselves and questionnaires. The data were collected using observation, exploration, and interviews, all data obtained analyzed then described narratively. Based on the results of data analysis concluded: dyscalculia students in grades 4, 5 and 6 still have difficulty in reading and counting operations in numbers up to 50, do not understand negative integers. Just learning to study is still very difficult to condition, teachers who often teach dyscalculia students with their own learning styles. Learning is still held by the class teacher when the teacher comes from the Special Needs School. Ideally, at least two students with disabilities, provided by teachers who have a special education background.
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Young, Chase, Stacey Lagrone, and Joyce McCauley. "Read Like Me: An Intervention for Struggling Readers." Education Sciences 10, no. 3 (March 4, 2020): 57. http://dx.doi.org/10.3390/educsci10030057.
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The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second-grade boy reading below grade level who was identified as dyslexic and diagnosed with attention deficit hyperactive disorder. Using a single-case experimental design, the intervention was monitored in four phases, including a baseline, intervention coupled with regular schooling, intervention only, and a return to baseline. The results indicated that the intervention combined with regular schooling improved his reading expression and rate and also his decoding skills, word knowledge, and reading comprehension. In conclusion, the authors offer Read Like Me as one more intervention that may be a viable option for teachers in their effort to support developing readers.
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Imran Sinaga, Ali, Salamuddin Salamuddin, and Dewi Khairini. "Patterns of Islamic Education Learning in Applying 2013 Curriculum in SMPN 27 Medan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (August 31, 2020): 1551–57. http://dx.doi.org/10.33258/birle.v3i3.1231.
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The research objectives were to find out: (1) how teachers implement Islamic religious education learning in the 2013 curriculum, (2) steps in applying the 2013 curriculum, and (3) problems related to the pattern of Islamic religious education in implementing the 2013 curriculum. The research method used is qualitative research, data collection is carried out in natural conditions and using data collection methods, namely: interview method, observation method, documentation method. Activities in data analysis are: data reduction, data presentation, and drawing conclusions. The research findings show: (1) the teacher first makes a Learning Implementation Plan by paying attention to the aspects of the life skills developed, the media used and the assessments carried out, (2) the learning process is carried out by applying a scientific approach, as well as active learning strategies, including modeling the way, reading aloud, reading guide, group resume, and (3) evaluations conducted by the teacher using an authentic assessment system which includes cognitive aspects, skills aspects, and affective aspects (spiritual and social).
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Bestwick, Margaret Angel. "Mountain Chef: How One Man Lost His Groceries, Changed His Plans…" Social Studies Research and Practice 13, no. 1 (May 21, 2018): 84–95. http://dx.doi.org/10.1108/ssrp-12-2017-0070.
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Purpose The purpose of this paper (i.e. Mountain Chef: How One Man Lost His Groceries, Changed His Plans, and Helped Cook Up the National Park Service; Pimentel, 2016) is to detail a camping trip during which Tie Sing, a Chef, worked with Stephen Mather, a millionaire concerned about conserving national resources, to convince a group of influential Americans to create a National Park Service. Design/methodology/approach This lesson plan, based in the National Council for the Social Studies (NCSS) C3 Framework, encourages third grade students to investigate the geography of the camping area in what is now Sequoia National Park. Students also analyze and determine whether or not the National Park Service is a good idea. Students move through four stages of inquiry in the C3 Framework as guided by their teacher. Findings During Dimension 1, students determine the types of sources that will help them answer the inquiry questions. Next in Dimension 2, students are engaged in a read-aloud of Mountain Chef while learning how to gather information from the text and record evidence in an I-Chart through teacher modeling (Hoffman, 1992). Students use a text set in Dimension 3 to gather evidence in response to inquiry questions. The lesson concludes in Dimension 4 with students using research evidence to create a WPA-like poster of the camping area and students communicating ideas via social media. Practical implications Think-aloud – “Students who are exposed to think-aloud outperform their peers who do not receive the same instruction on measures of reading comprehension” (Ness, 2018). The teacher implements the think-aloud strategy within Dimension 2 of the lesson plan. Think-aloud is a metacognitive strategy that requires a teacher to verbalize thinking processes to scaffold students to perform a learning task on his or her own later. The portions of text that were selected for think-aloud were identified as “juicy stopping points,” points that may pose a challenge for students, or points where there were comprehension opportunities related to inquiry questions. Teachers may adjust this lesson to increase or decrease scaffolding through think-aloud at their professional discretion. Originality/value Mountain Chef was selected as the 2017 winner of the Carter Woodson Book Award in the Elementary category. This lesson plan was presented at the NCSS 2017 annual conference at the Carter Woodson and Notable Tradebooks: Engaging Early Grade Lesson Plans session.
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Helwig, Robert, and Gerald Tindal. "An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests." Exceptional Children 69, no. 2 (January 2003): 211–25. http://dx.doi.org/10.1177/001440290306900206.
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This article reports on an investigation of teachers and students within special education to determine the accuracy with which teachers recommend read-aloud accommodations for mathematics tests, and develop a profile of students who benefit from this type of accommodation. Students in both general (n = 973) and special education (n = 245) in elementary and middle schools from eight states were administered an accommodated and standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. Supplementary analyses used pretest reading and mathematics achievement scores in an attempt to develop a profile of students who favored one or the other formats. The outcomes from accommodations did not necessarily match student profiles.
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Shih, Ying-Chun, and Barry Lee Reynolds. "Exploring strong and weak EFL readers’ strategy use after a reading strategy and extensive reading instructional intervention." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 1 (August 27, 2018): 345–77. http://dx.doi.org/10.1075/resla.16032.shi.
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Abstract After 16 weeks of extensive reading and reading strategy instruction in an English as a Foreign Language class (n = 52) at a junior college in Taiwan, three weak and three strong second language readers were recruited to investigate reading strategy use. Strategies were inferred from verbal reports gained through a think aloud methodology as participants read a text equivalent to those encountered during regular classroom instruction. Results indicated strong readers used more global strategies than weak readers. Strong readers had a more diverse reading strategy repertoire while weak readers tended to lean towards the use of a single strategy. In addition, strong readers tended to combine strategies. These and other results are discussed in terms of the translation-based reading instruction currently dominating Taiwanese secondary school classrooms. Suggestions are also provided on how classroom English teachers should implement reading strategy training in the English language classroom.
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Hall, Katrina W., and Lunetta M. Williams. "First-Grade Teachers Reading Aloud Caldecott Award-Winning Books to Diverse 1st-Graders in Urban Classrooms." Journal of Research in Childhood Education 24, no. 4 (September 30, 2010): 298–314. http://dx.doi.org/10.1080/02568543.2010.510077.
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Yanitska-Panek, Teresa. "READING AND LITERARY EDUCATION IN IST-IIIRD CLASSES OF PRIMARY SCHOOL AS A SOURCE OF MULTI-ACTIVITY OF STUDENTS." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 58–69. http://dx.doi.org/10.33989/2226-4051.2016.14.171586.
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Literary education is very important in the process of forming the personality of the individual. It is necessary to implement a number of conditions in order to student’s contact with literature was a great experience. Reading can be seen as a way of man’s existence in the world of symbols and information. Reading can also be a medium through which cultural content reaches to the recipient and enrich and improve his language and engage him emotionally. Reading is an act of great importance, austerity and effort, and at the same time it is an act of preparing the reader and the recipient to the reflection.Many authors emphasize the value of reading, inspired many motives. The authors draw attention to the different attitudes towards reading of the text which have been described by Lech Witkowski, philosopher and pedagogue in 2007. Eight status of the text in the course of reading are specific hints for teachers and non-pedagogical readers how to treat the text. The philosopher’s look on the function of reading puts this ability in a variety of contexts and makes that people interested in reading can become seekers and creative.The reading is determined the following learning outcomes: student reads fluently, correctly, fluently and expressively aloud texts consisting of words discussed during classes. These texts relate to real-life experiences of children and cognitive expectations. A student also understands short texts read silently; student correctly reads aloud texts written own in a notebook and texts stored on a PC. The student working with text by searching for the most beautiful piece. He is also able to distinguish in literary texts the forms such as narrative, description and dialogue.
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Hartina, St. "Teachers’ Techniques in Teaching English to Young Learners." Indonesian TESOL Journal 1, no. 1 (March 31, 2019): 78–88. http://dx.doi.org/10.24256/itj.v1i1.538.
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The objectives of this research were to find out the teachers’ techniques in teaching, the problems in teaching and the best teaching techniques used by the teacher in teaching English to young learners at TK Bambini School of Makassar. It applied descriptive qualitative research. The subjects of the research were three kindergarten teachers of TK Bambini School of Makassar. The data were obtained through interview and observation. The data were analyzed based on procedure of data analysis that consisted of the data collection, the data reduction, the data display, and conclusion: drawing/verification. The findings showed that (1) the teachers’ techniques in teaching English to young learners were singing a song, games, presentation practice and production, drilling, demonstration, story-telling, reading aloud, and dictation, (2) the teachers’ problems in applying the certain teaching techniques were learners’ lack of self-confidence, learners’ uncontrollable movement when singing and playing the games, learners’ misunderstanding towards the games rules and the story, learners’ less focus on teachers’ presentation and instructions, learners’ unfamiliarity of the spelling words, learners’ inability to read and write the word or sentences, and the teachers’ difficulty in explaining the lesson and in performing science experiment, (3) the best teaching techniques implemented by the teachers were playing games, demonstration and presentation practice and production.
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Dhieb-Henia, Nebila. "“Explication de Texte” Revisited in an ESP Context." ITL - International Journal of Applied Linguistics 137-138 (January 1, 2002): 233–51. http://dx.doi.org/10.1075/itl.137-138.04dhi.
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Abstract This study investigates current reading instruction in ESP. Specifically, it studies what has changed and what has not in a context where explication de texte used to be a major asset in teaching English as a foreign language. Four-point scale questionnaires were gathered from 13 secondary school inspectors, 65 ESP teachers and 94 students. They were asked about using texts to (a) teach grammar and vocabulary, and (b) practice reading strategies (careful reading, skimming, reading from beginning to end and reading only beginnings and ends). To shed additional light on these areas, we asked them three further questions on (c) reading aloud, (d) text length, and (e) time given to read a one-page text. Results showed that although, on some items, some movement away from the traditional approach has been recorded, the majority of reading instruction is still under the spell of explication de texte. This paper suggests that EFL science students need more in terms of reading strategies, if we want to make of them operational readers of literature in their field of study.
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Hemmati, Fatemeh, Zeinab Gholamrezapour, and Gholamreza Hessamy. "The Effect of Teachers’ Storytelling and Reading Story Aloud on the Listening Comprehension of Iranian EFL Learners." Theory and Practice in Language Studies 5, no. 7 (July 25, 2015): 1482. http://dx.doi.org/10.17507/tpls.0507.22.
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Khoiri, Khoiri, Leffi Noviyenty, and Sarwo Edy. "Indonesian Teachers Technique in Teaching English at Chariyatham Suksa Foundation School, Chana, Songkhla, Thailand." Journal of English Education and Teaching 3, no. 4 (December 6, 2019): 452–69. http://dx.doi.org/10.33369/jeet.3.4.452-469.
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This thesis was aimed to find out teachers’ techniques in teaching English and teachers’ problems at Chariyatham Suksa Foundation School. This research was mixed- method which presented in descriptive way to describe it. Teachers from Indonesia who thought in secondary school are conducted informants or subject of this study and the last year students of secondary school of Chariyatham Suksa Foundation School are participants in this research. The researcher used observation, interview and questionnaire to get data that needed. In analysis data, first researcher identifies and checks data that be collected. After that, researcher describes all data that got. Next, researcher classifies data into categories based on research instrument and the last is interpret the data which gotten. The findings revealed that in teaching English. The teacher A used and implemented games, organizational, dialogue/narrative presentation and reading aloud techniques. Then teacher B used and implemented warm up, content explanation, brainstorming, checking, question-answer display technique. Meanwhile, teacher A got problem in lack of interest, lack of concentration in the class, lack of repetition and frequent practice of students, insufficient time, recourse and material and students is defiant, rowdy, or distracting of other. then teacher B got problem on lack of concentration in the class, lack of repetition and frequent practice of the students and Insufficient Time, Resource and Materials.
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Kutsunai, Beverly, and Kathryn Au. "Commentary: Culturally Responsive Instruction: Listening to Children." LEARNing Landscapes 7, no. 1 (July 1, 2013): 15–21. http://dx.doi.org/10.36510/learnland.v7i1.626.
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Culturally responsive instruction aims to promote the academic success of young children of diverse backgrounds, closing the achievement gap that typically exists between these children and their mainstream peers. Culturally responsive instruction is illustrated here through science lessons taught to young Hawaiian children around themes based on plants and the water cycle. Such place-based education provides a framework for building on the knowledge young children bring from the home and connecting them to the ways of their ancestors. Teachers seek to introduce themes in an engaging manner, including hands-on activities with artifacts and the reading aloud of literature.
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Greene Brabham, Edna, and Carol Lynch-Brown. "Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades." Journal of Educational Psychology 94, no. 3 (September 2002): 465–73. http://dx.doi.org/10.1037/0022-0663.94.3.465.
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Cardinali, Renata Fabiana, and Maria Celina Barbeito. "Developing intonation skills in English: A systemic functional linguistics perspective." Global Journal of Foreign Language Teaching 8, no. 1 (March 12, 2018): 11–20. http://dx.doi.org/10.18844/gjflt.v8i1.3222.
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This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English as a Foreign Language. The findings of the study that focused on the oral production of students in the first course of phonetics in the programme offered at the National University of Rio Cuarto are presented. This paper reports the analysis of recordings of first-year students reading an English text aloud and the results obtained in the pre- and post-tests reveal that there was improvement in students’ oral production such as in tone system considering the three systems of intonation in SFL after a series of training sessions. Hence, this approach seems promising for the development of intonation skills and oral skills in foreign language learners. These results favour for teacher trainers as well as for trainers
Keywords: EFL, intonation, systemic functional linguistics, teacher training.
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Fareed, Dr Muhammad, Saniya Jawed, and Sidra Awan. "Teaching English Language at SSC Level in Private Non-Elite Schools in Pakistan: Practices and Problems." Journal of Education and Educational Development 5, no. 1 (May 30, 2018): 80. http://dx.doi.org/10.22555/joeed.v5i1.1756.
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<em>English language is taught as a compulsory subject up to graduate level in Pakistani educational system. Despite studying English for over 14 years, majority of students coming from non-elite schools, lack required command in English language skills to pursue their higher education and professional careers. With this background in mind, the current research focused on teaching English reading and writing skills and the problems faced while teaching these skills at Secondary School Certificate (SSC) level in private non-elite schools in Karachi. The sample of the study comprised 20 SSC level students, 12 SSC level English language teachers of non-elite private schools and 5 student notebooks. Data were collected through open-ended questionnaires, group interviews and notebook analysis. Data were examined using thematic analysis. The findings revealed that teaching English language reading practices include reading the text aloud, translating the chapter, providing the central idea and meanings of difficult words to the students. The major problems faced by the teachers in teaching reading skills are learners’ lack of interest in reading, lack of concentration and low reading comprehension skills. The study also revealed practices of teaching writing skills such as provision of model texts and relevant vocabulary items. The major problems while teaching writing skills are lack of pre-writing activities, learners’ deficient command over vocabulary, grammar, spellings and punctuation, lengthy syllabus and limited time.</em>
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Kara, Yusuf, Akihito Kamata, Cornelis Potgieter, and Joseph F. T. Nese. "Estimating Model-Based Oral Reading Fluency: A Bayesian Approach." Educational and Psychological Measurement 80, no. 5 (January 20, 2020): 847–69. http://dx.doi.org/10.1177/0013164419900208.
Full textAbstract:
Oral reading fluency (ORF), used by teachers and school districts across the country to screen and progress monitor at-risk readers, has been documented as a good indicator of reading comprehension and overall reading competence. In traditional ORF administration, students are given one minute to read a grade-level passage, after which the assessor calculates the words correct per minute (WCPM) fluency score by subtracting the number of incorrectly read words from the total number of words read aloud. As part of a larger effort to develop an improved ORF assessment system, this study expands on and demonstrates the performance of a new model-based estimate of WCPM based on a recently developed latent-variable psychometric model of speed and accuracy for ORF data. The proposed method was applied to a data set collected from 58 fourth-grade students who read four passages (a total of 260 words). The proposed model-based WCPM scores were also evaluated through a simulation study with respect to sample size and number of passages read.