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Sandra Romero; George K. Georgiou; Angeliki Altani; Guher Gorgun; Athanassios Protopapas – Scientific Studies of Reading, 2024
Purpose: Previous studies examining the inter-relations between serial and discrete naming with reading have found that the ability to efficiently process multiple items presented in a sequence (indexed by serial naming) is a unique predictor of word- and text-reading fluency. However, conclusions have been tempered by the concurrent nature of the…
Descriptors: Word Recognition, Cognitive Processes, Reading Fluency, Reading Skills
Hiebert, Elfrieda H.; Toyama, Yukie; Irey, Robin – Education Sciences, 2020
This study describes the features of words known and unknown by first graders of different proficiency levels in six instances of an oral reading fluency assessment: three in winter and three in spring. A sample of 411 students was placed into four groups (very high, high, middle, and low) based on their median correct words per minute in spring.…
Descriptors: Grade 1, Elementary School Students, Word Recognition, Reading Fluency
Lam, Elizabeth A.; McMaster, Kristen L.; Rose, Susan – Journal of Deaf Studies and Deaf Education, 2020
This review systematically identified and compared the technical adequacy (reliability and validity evidence) of reading curriculum-based measurement (CBM) tasks administered to students who are deaf and hard of hearing (DHH). This review included all available literature written in English. The nine studies identified used four CBM tasks: signed…
Descriptors: Deafness, Hearing Impairments, Curriculum Based Assessment, Sign Language
Suma, Mansyur – International Journal of Language Education, 2020
This study aimed at describing the expression of the fourth-grade students in reading poetry at SDN Bontokamase Gowa. The study was a quantitative descriptive study. The population was the students in all elementary schools in Gowa district. The sample of the study was all students in grade IV at SDN Bontokamase Gowa that consisted of 20 female…
Descriptors: Poetry, Reading Skills, Elementary School Students, Foreign Countries
Zhao, Ying; Wu, Xinchun; Chen, Hongjun; Sun, Peng; Xie, Ruibo; Feng, Jie – Journal of Speech, Language, and Hearing Research, 2020
Purpose: This exploratory study aimed to investigate the potential impact of sentence-level comprehension and sentence-level fluency on passage comprehension of deaf students in elementary school. Method: A total of 159 deaf students, 65 students (M[subscript age] = 13.46 years) in Grades 3 and 4 and 94 students (M[subscript age] = 14.95 years) in…
Descriptors: Foreign Countries, Elementary School Students, Deafness, Reading Comprehension
Moll, Kristina; Gangl, Melanie; Banfi, Chiara; Schulte-Körne, Gerd; Landerl, Karin – Scientific Studies of Reading, 2020
Deficits in reading fluency and in spelling can dissociate during development, resulting in groups with reading deficit only (RD), spelling deficit only (SD) and combined reading and spelling deficit (RSD). The current study investigated the one-to-two-year longitudinal stability of these subgroups in 167 German-speaking children. Reading fluency…
Descriptors: Reading Fluency, Spelling, Reading Difficulties, German
Nese, Joseph F. T.; Kamata, Akihito – Grantee Submission, 2020
Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the country as a quick measure of reading proficiency that also serves as a good predictor of comprehension and overall reading achievement, but has several practical and technical inadequacies, including a large standard error of measurement (SEM). Reducing the SEM…
Descriptors: Curriculum Based Assessment, Oral Reading, Reading Fluency, Error of Measurement
Ronimus, Miia M. S.; Tolvanen, Asko J.; Ketonen, Ritva H. – Learning Disability Quarterly, 2023
Self-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than children who have lower self-efficacy. The present study investigates this presumption with Finnish-speaking first graders struggling with reading acquisition (N = 285).…
Descriptors: Self Efficacy, At Risk Students, Grade 1, Elementary School Students
Murphy, Annemarie; Bailey, Benjamin; Arciuli, Joanne – Language, Speech, and Hearing Services in Schools, 2023
Purpose: Some children with cerebral palsy (CP) have difficulty acquiring conventional reading and writing skills. This systematic review explores the different types of literacy instruction and their effects on the reading and writing skills of children with CP. Method: Relevant studies published between 2000 and 2020 were identified using…
Descriptors: Cerebral Palsy, Reading Skills, Writing Skills, Literacy Education
Cheng, Michèle P.; Mercer, Sterett H.; Saqui, Sonja – Contemporary School Psychology, 2023
Incorporating student choice is an effective intervention to improve task engagement that may also promote skill and behavioral generalization. In this study, we evaluated the effectiveness of a reading fluency intervention that incorporated student choice of topic and instructional passages using a delayed multiple baseline across student design.…
Descriptors: Elementary School Students, Grade 4, Student Interests, Reading Fluency
Bas, Özlem; Sirem, Özgür; Akyol, Hayati; Gök, Bilge – Reading & Writing Quarterly, 2023
In this study, it was investigated how the reading skills of students who were in the 3rd grade of primary school when the COVID-19 pandemic started (March 2020) were affected at the end of the fourth grade (June 2021) due to the school closure during the pandemic. The study employed the longitudinal survey model. Ten teachers and 18 primary…
Descriptors: Reading Skills, Elementary School Students, Grade 3, COVID-19
Asli-Badarneh, Abeer; Asadi, Ibrahim – Journal of Research in Reading, 2023
Background: Arabic is recognised as diglossic; one manifestation of diglossia is the co-existence of two varieties of the language used in different social settings: standard (or literary) Arabic (StA) and spoken Arabic (SpA). The study investigated the impact of lexical-phonological distance in Arabic (identical, cognate, unique, which are…
Descriptors: Phonology, Arabic, Language Variation, Grade 1
Ren, Xiaoyu; Li, Jie; Liu, Jinqiu; Liu, Duo; Zhao, Jing – Annals of Dyslexia, 2023
Within the framework of the theory of visual attention (TVA), the visual attention span (VAS) deficit among individuals with developmental dyslexia has been ascribed to the problems entailed by bottom-up (BotU) and top-down (TopD) attentional processes. The former involves two VAS subcomponents: the visual short-term memory storage and perceptual…
Descriptors: Foreign Countries, Visual Perception, Attention Span, Dyslexia
Elizabeth Kinsey Hawley – ProQuest LLC, 2023
Many students struggle to read multisyllable words (Burns et al., 2017). These students may benefit from additional support to move from the full-alphabetic phase to the consolidated-alphabetic phase of reading acquisition to proficiently read multisyllable words (Bhattacharya & Ehri, 2004). There is limited research on advanced phonics…
Descriptors: Reading Instruction, Evidence Based Practice, Syllables, Intervention
Hintermeier, Lisa; Hautala, Jarkko; Aro, Mikko – Scientific Studies of Reading, 2023
Purpose: The present study investigated whether the number of syllables affects developing readers' word recognition when controlling for word length and word frequency and, if so, whether the effect is dependent on reading fluency. The target language was Finnish, a language with a transparent orthography and a simple syllable structure. Method:…
Descriptors: Coding, Syllables, Reading Fluency, Reading Difficulties