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The Method of repeated reading
... In this regard, delving deeply into vocabulary development, a number of empirical studies have been carried out to explore the effectiveness of repeated reading method in the past decades, hoping to find out how incidental vocabulary learning can occur through this approach (see Webb and Chang, 2012). In the repeated reading approach, the students read and reread a passage several times (two to four times) aloud (Samuels, 1979) or silently (Anderson, 1993) in a predetermined level of pace until reading the text fluently (Meyer and Felton, 1999). In this approach, learners read specified texts from graded readers (e.g., books and passages that have simplified grammatical structures and reduced vocabulary range) repeatedly in order to develop word recognition as well as improving reading fluency and comprehension (Dlugosz, 2000). ...
... With the same procedure, in assisted form of repeated reading students read along while listening to the audiotape or a live model (Webb and Chang, 2012). Samuels who first coined the term repeated reading pinpointed that unassisted repeated reading method increases poor readers' comprehension and oral fluency (Samuels, 1976(Samuels, , 1979. In addition, Chomsky (1978), found that the repeated reading approach caused slow readers to become more motivated, confident, and willing to read new materials independently. ...
... Rereading the same text using either the assisted or unassisted repeated reading procedure significantly enhances reading rate and accuracy (Chomsky, 1978;Samuels, 1979). In repeated reading students read a meaningful passage repeatedly until oral production is flowing and fluid and results in increased comprehension and fluency (Taguchi, 1997). ...
The purpose of the current study was to investigate the effect of two types of repeated reading (i.e., assisted and unassisted) on incidental vocabulary learning of Iranian English as a Foreign Language (EFL) learners. In so doing, a sample of 45 intermediate EFL students from two intact classes of a language institute were selected as the participants. The two classes were randomly assigned to an unassisted group (N = 21) who were required to just read and an assisted group (N = 24) who were asked to read and listen to 24 short texts several times. The assisted group employed their smartphones to listen to the audio files of the short stories. The data were gathered via a researcher-made vocabulary test and vocabulary learning self-efficacy scale. The results of ANCOVA revealed that although both types of repeated reading contributed to enhancing vocabulary learning of the participants, assisted repeated reading led to significantly greater EFL vocabulary gains. Additionally, the findings revealed that both assisted and unassisted repeated reading improved vocabulary learning self-efficacy of the participants and there was not a significant difference between the two types of interventions. The findings of the present study have implications for EFL researchers and practitioners.
... İşte bu anlamı yapılandırma sürecinde karşımıza çıkan en önemli faktörlerden biri akıcı okumadır. Çünkü akıcı okuma sayesinde okur, sınırlı zihinsel dikkat kaynaklarının büyük bir bölümünü okuduğu kelimenin anlamına kaydırarak metin ile ilgili anlam kurmaya başlar (Samuels, 1979). ...
... Bu bağlamda öğrencilerin akıcı okumalarını geliştirmeye yönelik araştırmacılar tarafından birçok yöntem ileri sürülmüş ve bu yöntemlerin bireylerin okuma akıcılığını geliştirdiğine dönük bilgiler elde edilmiştir. Tekrarlı okuma (Samuels, 1979), eşli okuma (Miller, Robson ve Bushell, 1986), FDL (Fluency Development Lesson) (Rasinski, Padak, Linek ve Sturtevant, 1994) ve HELPS (Helping Early Literacy with Practice Strategies) (Begeny, 2009) gibi yöntemler bunlara örnek gösterilebilir. ...
... Özalgı ve motivasyona bağlı olarak öğrencinin okuma eylemini sürdürmesi, zaman içerisinde öğrencinin daha fazla okuma yapmasını ve okudukça okumasını daha da iyileştirmesini sağlamaktadır. Bu durum Stanovich'in (1986) (NRP, 2000;Rasinski, 2006;Samuels, 1979;Therrien ve Kubina, 2006). Tekrarlı okumalar yapan okuyucu, zaman içinde kelimeleri ve metni daha hızlı çözümlemekte ve seslendirmeyi öğrenmektedir (Yıldız ve Akyol, 2011). ...
The aim of this study is to investigate the effects of the Helping Early Literacy with Practice Strategies (HELPS) program on the improvement of fluent reading skills of two 2nd-grade students identified as having difficulties in reading. The current qualitative case study was conducted in the spring semester of the 2018-2019 academic year. The data were obtained from the program-based measurement results related to the process and the (semi-structured) interviews with the classroom teachers of the students. According to the results of the present study, it was found out that there was an increase in word recognition and reading speed as a part of reading skills of the participant students thanks to the HELPS program implemented in the study. Additionally, there was a positive change in terms of the quality of reading and the level of engagement in extra-curricular reading and active participation in class increased for the participant students in the process of the Helping Early Literacy with Practice Strategies (HELPS) program. The results obtained were interpreted under the light of the relevant literature.
... This fluency precondition refers to the reader's talent to decode words without conscious thought both accurately and rapidly. Automaticity is often viewed as the essential component of fluency (Samuels, 1997(Samuels, , 2002 because, most often, reading fluency is assessed by measuring students' reading rate. ...
... However, it can also be the case of fluent reader when encountering a difficult passage. Because they are better at seeing a word in a single eye fixation, fluent readers do not need as many regressions (Hudson et al., 2005); yet, when encountering an unfamiliar word, or a difficult passage to read; the number of fixations increase; consequently, the reading speed goes down ( Samuels, 1997). Simply because the fluent reader is forced to use more visual information to try to understand what he reads. ...
... Investigating the type of relationship that might exist between fluency and comprehension garbs researchers' attention mainly after proving that these reading skills, fluency and comprehension, correlates one with another (Samuels, 1997(Samuels, , 2002Allinghton, 2006;Rasinski, 2004;Rasinski & Padak, 2013). Because the association between these two variables is somehow complex to determine (Pikulski & Chard, 2005), the guiding questions to any investigator are whether fluency leads to, or results from comprehension. ...
Reading fluency allows the reader to focus his cognitive attention on gaining meaning from what is read. Because of its strong impact on comprehension, researchers and educators’ interest is centered on testing the best conditional practices that would sustain the development of reading fluency and provide an indirect support to reading comprehension. On one hand, this descriptive exploratory study digs deep on the existing literature on the functional relationship between reading fluency and comprehension; and on the other hand, it sheds light on the different direct fluency instructions proved effective since Samuels’ repeated reading (1979) to the most recent ones: fluency integrated instructional routines. As the effect of the combined fluency instructional strategies is higher than the effect of a fluency instruction working individually, we recommend the Fluency Oriented Reading Instruction as the most effective literacy program for EFL learners.
... Repeated reading is a research-based instructional technique for improving the reading fluency of students with learning and behavioral disabilities that educators are likely to find appealing because of its straightforward implementation, flexibility, brevity, and low cost. As described by Samuels (1979) and Therrien and Kubina (2006), we provide some basic guidelines for implementing repeated reading. It is important to note that repeated reading is not appropriate for improving outcomes for readers at all levels. ...
... Repeated reading is theorized to help bridge accurate but disfluent reading (e.g., reading slowly and with low prosody, but with few errors) and fluent reading by providing the repetitive practice needed to achieve automaticity (LaBerge & Samuels, 1974;Samuels, 1979). That is, by practicing reading words multiple times during repeated reading, students learn to read the practiced words more quickly and automatically (i.e., without effortful decoding) when they encounter them in the future. ...
... Thus, it appears that repeated reading helps students become automatic at reading specific words through repeated practice, which they can then read fluently when the same words appear in future readings. Samuels (1979) suggested that repeated reading functions like practice in sports and music: reaching a high level of performance requires considerable and repeated practice to attain automaticity. ...
Reading fluency, which is critical for developing reading comprehension, is a fundamental skill in both school and life. However, many students with learning and behavioral disabilities are disfluent readers. To improve reading performance for these learners, educators should implement practices shown by reliable research to cause improved reading fluency. In this chapter, following a discussion of reading fluency and its importance, we describe two instructional practices that educators might use to improve students' reading fluency: colored filters and repeated reading. The research on the colored filters is, at best, inconclusive, whereas the research literature suggests that repeated reading is an effective practice. To bridge the gap between research and practice and improve the reading fluency of students with learning and behavioral disabilities, educators and other stakeholders should prioritize the use of research-based practices (e.g., repeated reading) but avoid practices without clear research support (e.g., colored filters).
... During the last three decades, reading fluency has been the focus of much research (e.g., Anderson, 1999;Chang, 2012;Dowhower, 1987;Gorsuch & Taguchi, 2008, Herman, 1985Koskinen & Blum, 1984;Kuhn & Stahl, 2003;Meyer & Felton, 1999;O'Shea, Sindelar, & O'Shea, 1985;Rashotte & Torgesen, 1985;Samuels, 1979;Taguchi & Gorsuch, 2002;Taguchi, Takayasu-Maass, & Gorsuch, 2004, Wang & Kuo, 2011. Reading fluency is referred to the ability to read a text accurately, quickly, and with good expression (Kuhn & Stahl, 2003;Meyer & Felton, 1999). ...
... One means of improving reading fluency has been the repeated reading technique designed by Samuels (1979) for struggling L1 readers. He defined repeated reading as "a supplemental reading program that consists of re-reading a short and meaningful passage until a satisfactory level of fluency is reached" (Samuels, 1979, p. 404). ...
... He defined repeated reading as "a supplemental reading program that consists of re-reading a short and meaningful passage until a satisfactory level of fluency is reached" (Samuels, 1979, p. 404). Not only for struggling students that still read in a slow, halting manner, but also for beginning readers who have difficulties to recognize the words they read, repeated reading can be implemented as a practice strategy to sharpen their decoding skills (Therrien & Kubina, 2006) so that they can reach a higher level of accuracy (Herman 1985;Samuels 1979). In its original form, texts of about 150 words were read to a teacher who gave correctional feedback. ...
Most universities in Taiwan require students to take a Freshmen English course. However, in non-English major classes, motivation is generally low as students still do not realize the importance of English for their studies. This study explored if students in such a class would improve their reading rate when applying the repeated reading strategy using a regular textbook for EFL students. The results showed that although students improved their reading rate, they could not notice their improvements due to the increasing difficulty of the reading passages in the textbook. Compared to the beginning of the study, reading rate was lower at the end of the second semester. Improvements were only visible when comparing students’ reading rate with that of the control group. Thus the high increase of difficulty in the reading passages of the textbook overshadowed students’ improvements. Implications of these results are discussed.
... In order to build automaticity through exposure and practice, Samuels (1979) introduced the practice of repeated reading. Sometimes referred to as deep reading, repeated reading involves reading the same passage multiple times (Lewis-Lancaster & Reisener, 2013). ...
... Repeated reading has also been linked to improvements in comprehension. Less than 10 years after Samuels' 1979study, Knupp (1988 replicated the study, but added a comprehension component. In addition to students increasing their words correct per minute (WCPM), they also improved their comprehension by 17% or more. ...
... In this study, the method of RR was administered. Since Samuels (1979) presented RR as an instructional method, a large amount of empirical research has shown its effectiveness in enhancing reading fluency and comprehension skills in L1 learning (Samuels, 1997;Dowhower, 1987;Rasinsky, 1990;Herman, 1985). From around 2000, more and more RR research was conducted in L2 learning, and the results showed that RR is an effective method for L2 learners not only in developing reading fluency (Wang & Kuo, 2011;Wang, Wu, & Dai, 2016;Chang & Millett, 2013;Taguchi, 1997;Taguchi, Takayasu-Maass, & Gorsuch, 2004) but also in fostering vocabulary acquisition (Webb & Chang, 2012;Serrano & Huang, 2018;Liu & Todd, 2016;Han & Chen, 2010). ...
... Since Samuels (1979) stated RR as an educational method, a large amount of research has proved its effectiveness in the development of reading fluency and comprehension in L1 learning (Samuels, 1997;Dowhower, 1987;Rasinsky, 1990;Herman, 1985). ...
... This investment of resources into the surface-level component of reading depleted or exhausted cognitive resources available for making sense of what they read. Jay Samuels [23] put the theory of automatic information processing in reading to the test and hypothesized that automaticity finds its way into many human activities, particularly those of athletes and musicians. Athletes and musicians are well known to have developed certain skills to a level where they can be performed automatically and seemingly without effort. ...
... Several inquiries have examined the effect of the repeated-reading method used by Samuels [23]. In reviews of research related to repeated readings, Dowhower [38,39] reported that investigations of the repeated-reading method have shown increases in students' reading rate, word recognition accuracy and comprehension. ...
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.
... Researches implemented about this matter support this idea. Yılmaz and Köksal (2008), Yılmaz (2009), Yılmaz (2010), Samuels, (1979), Herman, (1985, Rashotte and Torgesen, (1985), Dowhower, (1987), Sindelar, Monda and O'Shea, (1990), Young, Bower and MacKinnon, (1996) stated in their studies that repeated reading method improved reading and reading comprehension skills of the children having reading difficulties. Thereby, it can be claimed that reading difficulties can be recovered by repeating words and sentences accurately. ...
... Bu konuda yapılmış araştırmalar bunu destekler niteliktedir. Yılmaz ve Köksal (2008), Yılmaz (2009), Yılmaz (2010), Samuels, (1979 ;Herman, (1985); Rashotte ve Torgesen, (1985) ;Dowhower,(1987); Sindelar, Monda ve O'Shea, (1990); Young, Bower ve MacKinnon, (1996) yaptıkları araştırmada tekrarlı okuma yönteminin okuma güçlüğü yaşayan çocukların okuma ve okuduğunu anlama becerilerini geliştirdiğini ifade etmişlerdir. Bu açıdan bakıldığında okuma güçlüklerinin giderilmesi kelimelerin ve cümlelerin doğru bir şekilde tekrar edilmesiyle sağlanmaktadır denilebilir. ...
The effects of paired reading on developing reading skill of a student who had difficulty in reading were researched in the study. The study designed as an action research was carried out with one 5th grader having reading difficulty and studying at Bartın Gazi Secondary School in the second term of 2016-2017 academic year. First, the student was asked to read two informative reading texts – Trash (Çöpler) and Recycling (Geri Dönüşüm) – in the 5th grade Turkish coursebook , and his reading was recorded in order to determine his reading level. His reading level was scored based on the error analysis inventory. It was found that his reading level was at anxiety level. Next, the student was asked to read an informative text entitled “Traveler Turtle is in Denizli (Gezgin Kaplumbağa Denizli’de)” in the 4th grade Turkish coursebook. It was seen that the student was still at anxiety level. Then, he was asked to read an informative text entitled “Traffic Rules (Trafik Kuralları)” in the 3rd grade Turkish course book. The instruction period was 30 hours in total – 5 hours a week. At the end of the reading instruction period, the student was asked to read a text entitled “Domestic Goods (Yerli Malı)” selected from the 3rd grade Turkish course book. It was revealed that the student’s reading level reached independent level.
... Recent research into the learning characteristics and styles of mildly handicapped students have found that they spend less time on task (McKinney & Speece, 1983;Feagans & McKinney, 1981;Sherry, 1982); are more distractible than peers (Richey & McKinney, 1978); have difficulty forming positive peer relationships (Bryan & Bryan, 1977); and fail to deploy cognitive resources effectively (Alley & Deshler, 1979;Lewis, 1983;Ross, 1976;Torgeson, 1980). These students also may fail to develop skills to an automatic level (Samuels, 1979;Sternberg & Wagner, 1982). With these characteristics in mind, a major goal for the instruction of mildly handicapped students would be to increase the student's active engagement and provide direct instruction and sufficient practice opportunities for skill acquisition (Lewis, 1983;Wiens, 1983). ...
... Other methods such as repeated readings (Samuels, 1979), sound-sheets (Idol-Maestas, 1983), learning strategies and study skills (Deshler, Schumaker, Lenz, & Ellis, 1984) can be implemented in regular classroom settings. These blend well with the other cooperative learning, direct instruction, and peer tutoring models. ...
... 3. Accuracy of word recognition and reading speed (Samuels, 1979). 4. Reading with accuracy, speed, and comprehension (Samuels, 2003). 5. Being automatic at word recognition: Processing words as a holistic unit instead of letter-by-letter (Samuels, Bremer, & LaBerge, 1978). ...
... The ability to simultaneously decode and comprehend text that develops in a stagelike manner from beginning to advanced, tied to a reader's level of text-topic background knowledge and reading skill stage (). From Lipson & Bouffard Lang (1991), several definitions of non-fluent readers have been proposed: 1. Readers with average or above average word recognition skills but whose skills are not automatic (Dowhower, 1987; Samuels, 1979). 2. Readers "who have not yet mastered the component skills of print processing [and whose reading] is characterized by substitution errors, long pauses, frequent repetitions, and inappropriate phrasing" (Barr, Sadow, & Blachowicz, 1990, p.70). ...
Students who are struggling readers manage to succeed in college despite their
difficulties. How do they manage to overcome their reading difficulties? This study
addressed this research question both quantitatively and qualitatively. The quantitative
analysis of reading skill was necessary to measure and compare the fluency
achievement of adult struggling readers who have succeeded in obtaining some
postsecondary education with their typical adult reader peers. How fluent are these
successful struggling readers, as measured by their grade level of word recognition,
their reading rate and comprehension, and their performance on a lexical decision task?
The qualitative survey and interviews were used to learn the reading, study, and social
strategies that successful struggling readers have used to overcome their reading
difficulties in college. Twenty-two self-identified adult struggling readers with some
postsecondary education were compared to twenty-three typical adults readers enrolled
in 4-year undergraduate and graduate school courses. One-way analysis of variance
was used to test differences between the groups in reading fluency. Results indicate
that there are no significant differences in word-recognition accuracy between typical
and struggling readers on high-frequency real word identification; however, there are
significant differences between typical and struggling groups on the recognition
accuracy of non-words of 4, 5, and 6 letters in length. There are also significant
differences between struggling and typical readers on 3, 4, and 5-letter, high-frequency
word recognition latency, and 3, 4, 5, and 6- letter non-word recognition latency.
Successful struggling readers report that they don’t do a lot of reading, but when they
do read, it takes them longer, they must take copious notes, and their reading is likely to
be nonfiction that is related to their career goals. Academically-successful struggling
readers also develop relationships with people who can help them succeed. College
reading instructors can use these findings to help students choose appropriate materials
and develop their reading fluency skills.
... The repeated readings method is effective with older students as well as with elementary school-age children (Dowhower, 1989). It can be an excellent motivational device because it increases the level of confidence in struggling readers as it increases their level of reading ability (Samuels, 1979). ...
... The basic format for repeated reading was developed by Samuels (1979) based on his observations of classroom reading instruction. He most often examined instruction centered on reading selections from students' basal readers. ...
... According to this hierarchy, firstly, accurate reading, that is, word recognition and discrimination skills develop. Accurate reading skill is a prerequisite for fluent reading and reading comprehension (Samuels, 1979). Then, an appropriate reading speed should be achieved and automaticity in reading should be gained. ...
To stay up to date with the rapid changes in technology and science in today's world, reading skills are still essential. Reading skills, in addition to being a means of acquiring knowledge in social life, have a key role in success in academic life. The rich knowledge encountered in school life needs to be analyzed, synthesized and understood. Fluent reading skill is directly related to an individual's capacity to make sense of the text, and this skill is one of the cornerstones of children's success in educational life. Primary school is a period in which children acquire reading and writing skills and progress by building on those skills. The support that parents provide by participating in literacy activities at home in this process plays a crucial role in the development of their children's fluent reading skills. In this context, the comparative study of parental involvement in literacy activities with fluent reading skills at primary school level has formed a significant area of research. The aim of the research is to investigate the relationship between the fluent reading skills of the students studying in the second grade and the level of parental involvement in home literacy activities. One of the quantitative research methods, the relational screening model was conducted in the research. Participants are second-grade students who are studying in two different primary schools in the province of Ordu and their parents. In data collection, the speed and accuracy components of the students from fluent reading components were evaluated and the parental involvement levels were examined using the "Parental Involvement in Home Literacy Activities" scale. The findings from the analysis of the data were discussed in terms of the fluent reading skill levels of primary school second-grade students and parental involvement level in home literacy activities.
... These strategies include rewording or repeating an idea from the text in different ways until readers felt that they had comprehended the idea to the best of their ability and that lasts longer. Samuels (1979) thinks, repeated reading works positively to develop decoding automaticity with struggling readers. ...
This article presents the effectiveness of audio-visual materials on young learners’ reading skills in an EFL context. It aims to see the result of developing their abilities by using audio-visual materials in the classroom. The study was conducted on 35 students of Tutpara Model Government Primary School in Khulna, a southern district of Bangladesh. It was an experimental study where a pre-test and a post-test were given to experiment with the students who were selected randomly. The students were taught with audio-visual materials for 3 months. The results of the research finds that there is a progress of the students’ reading skills after the use of audio-visual materials. The students were able to read out the text with more confidence, could make development in pronunciation and also could increase their vocabulary knowing unfamiliar words and their meanings. As a by-product, the learners were more enthusiastic in learning being entertained in the multimedia classroom and gave full concentration on particular tasks than in their regular class.
... Okumada zorluk yaşayan bireylerin sıklıkla başvurduğu bu yöntem okuma faaliyetinin gerçekleştiği sıralarda tanınması zor kelimelerin tanınmasına yardımcı olur (Gevrek, 2018). Okumanın geliştirilmesi için başvurulan bu yöntem okumada zorluk yaşayan bireylerin yanında normal okuyan öğrenciler tarafından da kullanılabilir (Samuels, 1997 6.Metnin okuyucu tarafından tamamı okunduktan sonra yetişkinin metin ile alakalı önceden hazırladığı okuduğunu anlama soruları okuyucuya sorulur. ...
... As stated by Samuel (1997), pre-teaching trains students to read words in preparation for reading them faster in the second reading and understanding them in the third reading. This boosts students' confidence when reading a previously unseen paragraph. ...
This study essentially investigates the impact of RR on the reading comprehension of grade four students in the North Batinah governorate: namely in Al Khabourah. This was an 8-week study that investigated the impact of repeated reading on the reading comprehension of grade four students in a school at Al Khabourah in Al Batina North Governorate in the Sultanate of Oman. The study sample consisted of 61 grade four students, and they were divided into control and experimental groups as it was a quasi-experimental design study. The sample was divided into a control group of 30 students, who were taught normally, while the experimental group included 31 students, and they studied using the repeated reading strategy. The research instruments included pre and post-tests. All instruments were validated by a group of experts. The inter-consistency was calculated by using alpha Cronbach and the reliability factor reached r=0.74. The research findings revealed statistically significant differences in reading comprehension in favour of the experimental group. At the same time, the results also revealed no statistically significance differences between male and female students within the experimental group. In light of these results, the study makes suggestions and offers recommendations.
... Durch aktives Vorlesen sollen die Dekodierfähigkeiten der leseschwachen Schülerinnen und Schüler so automatisiert werden, dass ihre kognitiven Ressourcen in immer höherem Maße auf das Verstehen des Textes gelegt werden können(Rosebrock, Nix & Rieckmann & Gold, 2011). Dabei wird das Lesen eines kurzen Textabschnitts so lange wiederholt, bis ein zufriedenstellendes Niveau an Leseflüssigkeit erreicht ist(Samuels, 1979). Eine weitere Form des Lautlesens ist das chorale Lesen. ...
... Uma vez atingido o nível de fluência considerado adequado, avança-se para outro excerto. Ao usar este tipo de estratégia, Samuels (1979) observou que a prática repetida de um excerto facilita a leitura dos excertos subsequentes, apontando para um efeito de transferência. ...
... Pour travailler la fluence en contexte, la méthode la plus fréquemment utilisée avec les élèves en difficulté est « la lecture répétée de textes » (National Reading Panel, 2000 ;O'Connor, et al., 2007). Cette méthode consiste à lire plusieurs fois à voix haute un passage assez bref jusqu'à avoir atteint un niveau de fluence satisfaisant (Samuels, 1979). Au-delà de ce principe très général, se pose la question de ce que doit contenir une séance pour être efficace. ...
Cette thèse a pour objectif de définir un dispositif lecture efficace et transférable destiné aux élèves de sixième repérés en difficulté de lecture, de le mettre en place et de mesurer son efficacité dans plusieurs collèges. Le dispositif comprend une évaluation des élèves, une formation des enseignants à l'enseignement explicite de la lecture et des ateliers de remédiations menés par les enseignants de toutes les disciplines sur les heures dédiées à l'aide personnalisée. Les ateliers sont construits autour d’activités visant l’amélioration de la lecture fluide (12 séances de 55 minutes) et la capacité à effectuer des inférences (24 séances de 55 minutes).
Nos résultats confirment que les prédicteurs des habiletés de fluence et de compréhension en lecture sont les mêmes chez les élèves en difficulté que chez les normo-lecteurs. Essayer d’améliorer ces habiletés devraient donc améliorer la lecture et contribuer à remédier aux difficultés des collégiens.
Malheureusement, les résultats relatifs à l’effet du dispositif mis en place ne permettent pas de conclure à son efficacité. En effet, les ateliers n’ont pas permis d’accélérer la progression des élèves en compréhension en lecture ou dans les habiletés spécifiquement ciblées (Fluence de texte, Inférences. On n’observe pas non plus d’amélioration dans les autres matières scolaires, ni d’effet du dispositif sur la motivation des élèves, le sentiment d’auto-efficacité des enseignants et sur les relations entre les parents et l’établissement.
L’absence d’effet du dispositif contraste avec les avis recueillis auprès des personnels (principaux et enseignants) qui dans l’ensemble se sont déclarés satisfaits du dispositif et du travail proposé.
Nos résultats ne sont pas isolés et viennent renforcer une base de données croissante indiquant que mettre en place un soutien supplémentaire et diffuser des outils issus de la recherche auprès des établissements, ne suffit pas pour observer des progrès tangibles. L’évaluation rigoureuse des dispositifs est nécessaire pour s’assurer de leur efficacité au moment de leur diffusion sur le terrain scolaire.
Nos observations ont d’ailleurs permis de constater des difficultés d’implémentation importantes, tant dans l’organisation administrative des ateliers que dans leur compréhension et appropriation par les enseignants. Cela nous conduit à penser que la démonstration de l’efficacité d’un dispositif pédagogique à grande échelle doit tenir compte des paramètres d’implémentation qui favorisent l’engagement et l’accompagnement des enseignants afin qu’ils s’approprient les outils et les pratiques pédagogiques correspondantes.
Des recherches complémentaires restent donc nécessaires pour à la fois chercher à définir un dispositif efficace et pour favoriser son implémentation à grande échelle. Les recherches actuelles sur l’implémentation nous semblent une voie prometteuse.
... Fortunately for me, I was working on my master's degree at the time, and the professors had us reading these articles that were just beginning to appear on reading fluency. One was called, The Method of Repeated Readings, by Jay Samuels (1979); and another was Carol Chomsky's (1976) After decoding, then what? You teach kids to decode words successfully, but they still don't make any ...
As of 2020, foreign language as a subject has become compulsory for upper grades in Japanese elementary schools, and MEXT recommends the use of assistant language teachers (ALTs) in foreign language classes. While ALTs represent diverse linguistic and cultural backgrounds, MEXT documents for Japanese teachers portray them as homogenous monolingual native speakers of English. To better understand the linguistic repertoires of ALTs, this study investigates the languages ALTs know. The findings suggest that, contrary to MEXT portrayals, most ALTs have knowledge of at least one language other than English. With reference to the goals of foreign language education, this paper argues that MEXT should more accurately represent the diversity of ALTs in their literature and actively promote the inclusion of their other languages in classroom practice.
... The theoretical underpinnings to fluency lie in the work of LaBerge and Samuels' [3] theory of automatic information processing in reading, Logan's [4] instance theory of automatization, and Perfetti's [5] verbal efficiency model of reading. LaBerge and Samuels posit that reading is a multi-task activity. ...
The present exploratory study examined the effect of the implementation of a reading fluency instruction protocol on the reading performance of early first grade students in an urban school. Previous research has tended to examine the effects of fluency instruction after students have achieved some degree of competency in word recognition, usually toward the end of first grade and beyond. The fluency instruction provided in this study included repeated and assisted reading and was delivered daily over a ten-week period in the first semester of the school year by classroom teachers. The reading performance of students in the fluency instruction group (n = 51) was compared with a comparable group of first grade students (n = 27) who did not receive the fluency instruction, though the total number of minutes devoted to daily reading instruction and home reading was equal between groups. Descriptive analyses of pre- and post-testing data suggest that the first grade students receiving the fluency instruction made substantive, but not statistically significant, gains in reading achievement over the comparison group of students not receiving fluency instruction. The results suggest that dedicated and systematic fluency instruction may be appropriate for students before high levels of word decoding are achieved and that fluency instruction may be an effective instructional protocol as early as the beginning of first grade. Given the acknowledged limitations, including small sample size, further research into fluency instruction in early first grade is recommended.
... As theoreticians began to attend to the necessity of readers to automatically identify words quickly and accurately, some called for teachers to encourage the practice of oral reading fluency with their students. The method of repeated reading [5] and Neurological Impress [6] were developed to help readers increase word identification abilities of students so that they could use more cognitive resources to attend to meaning. ...
Educators struggle to assess various aspects of reading in valid and reliable ways. Whether it is comprehension, phonological awareness, vocabulary, or phonics, determining appropriate assessments is challenging across grade levels and student abilities. Also challenging is measuring aspects of fluency: rate, accuracy, and prosody. This article presents a history of fluency in American education with particular focus on assessing expressive oral reading. In addition, the two major approaches to prosody assessment will be explained, and the three most prominent tools for rating expressive oral reading will be analyzed and discussed.
... Briefly, reading is the best and only way of allowing humans to absorb the new experiences and substitute old ones (Hung & Tzeng, 2000, as cited in Pranata & Junining, 2015). Since 1974 reading fluency has been at the center of various studies and they have continuously indicated that fluent reading plays an important role in a successful reading comprehension (Rasinski, 2004;Samuels, 1979Samuels, , 2006. According to the Collins Cobuild English Language Dictionary (1987), fluency is an individual's ability to speak, write, and read a language accurately with no hesitation. ...
The purpose of the present study was to investigate the relationship between EFL personality types, their learning style, and their reading fluency. To this end, 130 male and female intermediate EFL learners were selected from three institutes. They were asked to fill in two questionnaires including a Holland’s questionnaire of personality types and Reid’s Perceptual Learning Style Preference (PLSP) Survey. Moreover, they were asked to read a reading section of Active Skills for Reading to measure their reading fluency. Pearson coefficient of correlation was employed to answer the first and second research questions and a multiple regression analysis was run after checking the preliminary assumptions. The results of the study indicated that there is a significant relationship between learners’ personality types and reading fluency. The findings revealed that both personality types and learning style could predict learners’ reading fluency.
... This is not to say that the intervention procedures at Johnson did not include research-based approaches. Explicit, systematic phonics instruction (Torgesen et al., 1999) and repeated reading (Samuels, 1979), for example, were two of several strategies in the standardized intervention format that, in some cases, have been shown to improve students' reading performance. However, the standardized approach to serving all students in RTI was limited in several ways. ...
Limited qualitative work has examined how response to intervention (RTI) is shaping teachers’ understandings of intervention, the premise for conversation about referral, when serving diverse learners. In this case study, I use the lenses of Cultural-Historical Activity Theory and intersectionality to examine (a) how educators at one public elementary school are attending to student identity in the context of RTI implementation, and (b) how RTI is mediating teachers’ approaches to academic intervention. Findings indicate that teachers struggled to develop differentiated, culturally relevant approaches to intervention. The results hold implications for the preparation of teachers to serve diverse learners using RTI.
... RR is a program that involves having a student read the same passage multiple times to a teacher until the passage is read satisfactorily. Although there are variations on this, coding for the current study was based on the basic protocol described by WWC that are based on Samuels (1979) and the Intervention Central Website (https://www.interventioncentral.org/academic-interventions/reading-fluency/repeated-reading). According to WWC, RR was found to have potentially positive effects on reading comprehension for students with learning disabilities. ...
Feedback can have a positive effect on student performance in the classroom, however not all feedback is equal, and some types of feedback can actually worsen performance. Little is known about whether existing evidence-based reading programs provide the feedback that has been shown to enhance student performance. The purpose of this study was to systematically review five evidence-based early reading program manuals to explore the types of feedback provided to students. A systematic coding system was developed and applied to describe the feedback provided in light of existing research on the effects of feedback. Although each program involves provision of a substantial amount of feedback to students, areas for improvement in characteristics of the feedback provided were noted. Suggestions for improvement include eliminating general and vague publicly provided praise statements, increasing the provision of private, individualized feedback that communicates specific information about task performance, and feedback that includes comparison to standards or previous performances rather than to other peers. Directions for future research and additional implications for program developers and teachers are provided.
... Repeated oral reading is a strategy that works by rereading aloud a short and meaningful text a few times; this allows the acquisition of a satisfactory level of expression and fluency in reading (NICHHD, 2000;Samuels, 1979). Begeny and Marterns (2006) explain the effectiveness of oral reading improvement through peer-mediated approach of reading out loud when implemented by students reading passages to one another for a predetermined number of repetitions or until a level of fluency is acquired. ...
La lectura oral evaluada de forma recíproca entre compañeros es un proceso empleado con el fin de mejorar la claridad en la lectura del inglés en voz alta entre los estudiantes. El presente estudio evalúa la viabilidad y el impacto de la lectura oral por pares para mejorar la pronunciación, la fluidez y la expresión de la lengua inglesa con tres estudiantes de primero de la Escuela Oficial de Idiomas de una ciudad cercana a Barcelona. Para la elaboración del presente estudio se han utilizado las grabaciones de las intervenciones durante las lecturas, una transcripción de un fragmento de la lectura de los estudiantes así como las observaciones de los mismos. Los resultados indicaron que la lectura oral repetida y mediada por la valoración entre iguales, llevada a cabo de forma cooperativa, fue beneficiosa para empezar a mejorar los niveles de fluidez y pronunciación del inglés entre los participantes. Los resultados analizados en el presente estudio podrían servir como base para profundizar en la lectura oral entre iguales tanto en beneficio del habla de la lengua inglesa como de la propia lectura en general.
... Metode repeated reading dikembangkan oleh Dahl dan Samuels (1979). Metode ini terdiri dari aktivitas membaca teks yang sama beberapa kali sampai tingkat kecepatan dan ketepatan yang diharapkan tercapai. ...
This research was conducted with students of grade III elementary school who are not fluent in reading with the goal to improve their reading fluency. Having quasi-experimental approach with single subject randomized time series design. researcher give repeated reading technique for 12 days. Every measurement session has data in WPCM score (word correct per minute). Comparison between pre-test and post-test show the increasing score of WPCM for 15.79. Error frequency and self-correction are getting decreased while reading expression is getting improved as the treatment session have. Repeated reading technique can improve reading influency.
... In his landmark study on repeated readings (Samuels, 1979) had struggling readers read a text repeatedly until they achieved a certain level of proficiency on that text. Of course with practice they demonstrated improvement on the text practiced. ...
... Building on research in the areas of parent involvement and literacy development, we created a program to foster children's fluency and comprehension through repeated readings at home. In addition to the research on parent involvement, the Fluency and Comprehension at Home program is also informed by research on the importance of reading fluency and the effectiveness of repeated readings for building children's fluency (i.e., Hindin & Paratore, 2015;Kim, Wagner, & Lopez, 2012;Kuhn, Schwanenflugel, & Meisinger, 2010;Morrow, Kuhn, & Schwanenflugel, 2011;Price, Meisinger, Louwerse, & D'Mello, 2016;Rashotte & Torgesen, 1985;Rasinski, 1990;Samuels, 1979). ...
This article focuses on two programs that were created to enhance parent involvement practices in literacy. The goal of both programs was to create for parents enjoyable and rich experiences around literacy in the home, while demonstrating for parents how teachers approach reading instruction in the classroom. Programs to increase and support parental involvement in children's literacy development must recognize the realities of family life and how parents' perceptions and beliefs may affect their participation. When parents witness their children's improvement, and see themselves as part of this improvement, they will be more motivated to pursue literacy development activities with their children at home.
... This is common practice in elementary classrooms (Rasinski, 2012). Deep, or repeated, reading is the practice of requiring that children reread passages in order to improve and develop (deepen) fluency (Samuels, 1979). In many classrooms, children are provided with fluency practice and small-group instruction that focuses on comprehension, but the two skill sets are often separated. ...
This quasi-experimental study examined differences in student reading outcomes. Participants were third grade non-struggling readers. Intervention classrooms included core curriculum instruction plus evidence-based reading comprehension instruction and differentiated repeated readings. Comparison classrooms provided core curriculum instruction only. Significant group mean differences were found on four fluency-related measures, but not for three other measures. Non-significant mean score differences had moderate effect sizes in the direction of improved reading outcomes for the intervention group, including a statewide high stakes test (Hedges g = .41). Results suggest that the addition of evidence-based differentiated reading instruction is beneficial for Tier I.
... Ayrıca bu okuma çalışması çocuklarda kendine olan güveni geliştirmekte ve okumaya ilgiyi artırmaktadır (Akyol, 2006). Samuels (1979) tarafından tekrarlı okuma, metnin öğrenci tarafından akıcı okuma düzeyine ulaşılıncaya kadar okunması ve bu sürecin yeni bir metin üzerinde tekrar edilmesi şeklinde tanımlanmıştır. ...
zet Bu araştırma, hafif düzeyde zihinsel öğrenme güçlüğü olan, Afyonkarahisar li Merkez H.A.Y. lköğretim Okulu dördüncü sınıf öğrencisi on bir yaşındaki bir kız öğrencinin okuma becerileriyle ilgili yetersizliklerinin tespiti ve giderilmesine yönelik olarak gerçekleştirilmiştir. Öğrencinin uygulama öncesi okuma beceri düzeyini belirlemek için kişisel değerlendirme formları ve Yanlış Analizi Envanteri kullanılmıştır. Okuma ve okuduğunu anlama düzeyini belirlemek için öğrenciye üç alt sınıf düzeyine ait okuma metinleri verilmiştir. Bu ön uygulama sonucunda öğrencinin Yanlış Analizi Envanterine göre okuma düzeyi bakımından endişe düzeyinde olduğu tespit edilmiştir. Öğrencinin okuma becerisini geliştirmek amacıyla 2006–2007 öğretim yılının bahar dönemi boyunca çeşitli çalışmalar gerçekleştirilmiştir. Bu çalışmalar sonucunda S.U.' nun okuma ve anlama düzeyi " Endişe Düzeyinden " " Serbest Düzeye " yükselmiş ve okuma alanındaki yetersizliklerinde iyileşmeler görülmüştür. Anahtar kelimeler: Okuma ve anlama, okuma güçlüğü, tekrarlı yöntem Abstract This study has been designed to determine and deal with the inadequacy of reading and comprehension skills of a 11 year-old mildly mentally retarded girl student studied at 4 th grade at one of the H.A.Y. Primary Schools in Afyonkarahisar city. As a pre-assessment, personal evaluation forms and Reading Miscue Inventory were used in order to determine the baseline level of reading ability. Due to find out the specific level of reading and comprehension ability, 1 st grade (3 grades backward) of reading materials were given to this student. As a result of this pre-assessment, it was revealed that this student can be categorized as " anxious level " on reading ability on the basis of Reading Miscue Analysis.. Throughout 2006-2007 spring education period, several kinds of studying materials were applied to the student. As a consequent of these applications the reading and understanding level of S. arised the " Free Level " from the " Anxiety Level " and the improvements were seen in reading disabilities. Giriş Okuma yazılı ve yazısız kaynaklardan, okuyucu, yazar ve çevresel unsurların etkileşimi sonucu gerçekleşen anlam kurma sürecidir (Akyol, 2003). Razon' a (1980) göre, okuma, yazıyı, sözcükleri, cümleleri, noktalama işaretlerini görme, algılama ve kavramadır. Okuma, yazma ve anlama insanın kendisine ve çevresine hakim olma uğraşısında önemli bir yer tutar (Akyol,
... Wider independent reading is crucially important to build overall reading fluency (Allington et al., 2010;Rasinski, 2014), but findings show that children may also build oral reading skill by simply rereading or practicing text over time until mastery is achieved on the targeted text, with related skill attention. This kind of repetition with text can be seen effectively included in developmental reading activities, such as in shared book activities and dialog practice such as that included in Readers Theater (Rinehart, 2001), and also with specific methods for struggling readers (e.g., Samuels, 1979;Staudt, 2009). ...
Computer applications related to reading instruction have become commonplace in schools and link with established components of the reading process, emergent skills, decoding, comprehension, vocabulary, and fluency. This article focuses on computer technology in conjunction with durable methods for building oral reading fluency when readers struggle. The article offers guidelines to enhance the likelihood that for the selection of technology will be congruent with effective practice. Finally, we suggest a model for usability for parents, teachers, and designers to create better and more functional instructionally oriented applications.
... With the implementation of the fluency assessment, it became a more visible and essential part of the curriculum. During the grade level meetings, best practice methods that build fluency, such as reciprocal teaching (Palinscar & Brown, 1984); Readers' Theater (Griffith & Rasinski, 2004), and repeated reading (Samuels, 1979) were explained and discussed. The strategies were discussed not only at grade level meetings, but at afterschool in-services in which teachers were shown how to assess fluency with one-minute snapshots and running records. ...
We took a look at the oral reading fluency scores of English language learners in four Chicago public schools and asked the following questions:
1.) How do the oral reading fluency scores of English language learners compare with the benchmarks used for native speakers of English?
2.) What kind of relationship can be found between ELLs’ oral reading fluency scores and their performance on the reading section of the Illinois Standards of Achievement (ISAT) test, given to all Illinois public school children in grades 3, 5 and 8?
3.) What place might fluency instruction have in a broader program of language and literacy instruction for English language learners?
... Fig. 2represents a student's individual fluency progress over the second semester of first grade as measured in oral WCPM. Repeated practice of reading has been proven to increase reading fluency (Rasinski, Reutzel, Chard, & Linan-Thompson, 2011; Samuels, 1979). When one regularly engages in reading experiences, a reader's focus can shift toward expressive reading, or using appropriate phrasing techniques (Dowhower, 1987Dowhower, , 1991 Schreiber, 1980 Schreiber, , 1987 Schreiber, , 1991 Schreiber & Read, 1980). ...
Purpose – To provide classroom teachers with an overview of a range of assessments that can be administered either individually or to a group.
Design/methodology/approach – The chapter is organized from early literacy skill assessments (both individual and group based) to comprehension and standardized tests.
Findings – Provides detailed information on skills required for each element of reading, design of assessment, intended purpose, and process of administration.
Research limitations/implications – This is not an exhaustive list, the authors strove to highlight the most reliable and practical assessments from a large body of possible choices.
Practical implications – This is a valuable source for classroom teachers who are provided with a wide-range of assessment choices covering the breadth of reading skills with extensive details on each.
Originality/value of paper – Teachers need a range of assessments to choose from to make decisions at the individual, class and school level.
... Because of its use of text and the opportunity to practice repeated reading of a text, students develop their reading fluency skills in Readers' Theatre in an appealing way that incorporates the practice necessary to build skill.. Students read with increasing speed, accuracy, comprehension and expression the more they practice the text. Repeated reading builds fluency by increasing familiarity with the words in a text, while simultaneously strengthening automaticity, or the cognitive ability to process words automatically with less and less effort (LaBerge & Samuels, 1974;Samuels, 1979). Readers' Theatre is wellrepresented in the research literature as an enjoyable repeated reading instruction strategy, especially with regard to developing reading fluency with all students (Keehn, 2003;Martinez, Roser, & Strecker, 1998/1999Millin & Rinehart, 1999;Rinehart, 1999;Tyler & Chard, 2000). ...
... "Without the graph, gains can at times go unnoticed. The graph provides visible proof of progress" (Samuels, 1979). ...
Fluent Reader provides modeled and repeated oral reading instruction. To test the
efficacy of this product, an experiment was conducted in two elementary schools in St.
Paul and Minneapolis. Students in the experimental condition worked on Fluent Reader
for ten weeks. Control condition students worked on Accelerated Reader, a widely used
and successfully tested program for building motivation to read. Students were pre and
post tested and the gain scores on a variety of tests were used as the units of statistical
analysis. Data analysis on gain scores on tests that measured speed of reading, a variable
considered a valid and reliable indicator of fluency, showed that English Language
Learners using the Fluent Reader outperformed students in the control group.
An Evaluation of the Impact of Visual-Syntactic Formatting on Reading Comprehension and Academic Achievement in Middle and High-School Students. Research funded by Phase 1 and 2 Small Business Innovation Research (SBIR) Awards from the US Department of Education.
Automation of frequently used words is a key component in the development of reading fluency. However, acquiring fast word recognition skills is a serious challenge for many children in their early years of formal education. Lagging word recognition leads to general reading problems, as fluency is a vital prerequisite for text comprehension. Recent research shows that the percentage of struggling elementary school readers in Germany is increasing, speaking to the need for widespread implementation of effective word recognition interventions. This pilot study aims to provide preliminary evidence of the effectiveness of peer-tutorial reading racetrack training with an integrated motivational system for the sight word fluency of German struggling elementary school students. The intervention comprised twelve 15-min teaching units over a period of three weeks. To encourage reading motivation , the intervention included graphing of performance scores and a group contingency procedure. A control-experimental group design (N = 44) with pre-, post-, and two follow-up measurements (each after five weeks) was employed to investigate the impact of the treatment on decoding sight words at an appropriate speed. Results demonstrated a significant performance increase in the treatment group, relative to the control group. The effect size can be considered very high (partial η 2 = .76), indicating that this brief training has the potential to enhance the word recognition of struggling elementary students.
This study aimed to determine the effect of more than one fluent reading method and technique (repetitive reading, mumble reading, rhyming reading, reading aloud, and widening the visual spectrum) to overcome the fluent reading problem. The study tried to determine the effect of more than one fluent reading method and technique on improving a student's word recognition level, reading comprehension level, reading speed, word recognition percentage, and prosody. In line with the research's purpose, the single-subject research method, one of the quantitative research methods, was used. In the study in which the criterion sampling method, one of the purposeful sampling methods, was used, a study was conducted with a fifth-grade student who was found to have a fluent reading problem. In the study, Akyol's (2003) "Mistake Analysis Inventory" adapted from Ekwall and Sahanker (1988), "Reading Prozody Rubric" adapted by Yıldırım, Yıldız, and Ateş (2009) from Zutell and Rasinski (1991) and Akyol, Rasinski The “Rubric of Evaluating Reading Comprehension by Explaining Reading” adapted by Yıldırım, Ateş, and Çetinkaya (2014) from Rasinski and Padak (2005) was applied to the student before and after the research. The research was carried out to do fluent reading studies for 15 lesson hours with fluent reading methods and techniques determined in the school library at one-day intervals during one lesson. The data of the research were analyzed with descriptive statistics. Although there was a mathematical improvement in the word recognition level and reading comprehension level of the student studied in the study, the student could not reach the free level and remained at the level of anxiety. The study concluded that more than one fluent reading method and technique used to solve the fluent reading problem was effective in providing mathematical progress in the student's reading speed, word recognition percentage, and prosody and in reducing some reading errors observed in the student.
Achtung: Dieser Text entspricht nicht vollständig dem in der Zeitschrift veröffentlichten Artikel. Dies ist keine Kopie des Originalartikels und kann nicht zur Zitierung herangezogen werden. 1 Zusammenfassung: Zur Förderung der Leseflüssigkeit wurde im Rahmen einer quasi-experimentellen Studie ein tutoriell konzipiertes 11-wöchiges Lesetraining zur Verbesserung der Leseflüssigkeit entwickelt, das gezielt die Heterogenität der Schülerschaft berücksichtigt. Das Training kombiniert das repeated reading und das assisted reading. Im Vergleich zur Kontrollgruppe (N = 18) konnten in der Experimentalgruppe (N = 16) (jeweils Drittklässler) signifikante und je nach Erfolgsmaß unterschiedlich stark ausgeprägte Effektstärken von d = 0.40 bzw. d = 1.39 beobachtet werden. Ein Transfereffekt auf das Leseverständnis konnte nur im Satzleseverständnis bestätigt werden (d = 0.68). Sowohl Tutoren als auch Tutanden profitierten gleichermaßen. Kognitive und motivationale Merkmale der Schüler zu Trainingsbeginn hatten keinerlei Auswirkung auf den Lernerfolg. Schlüsselwörter: Lautes Lesen, Lesetraining, Leseflüssigkeit, Heterogenität, tutorielles Lernen, Inklusion Summary: To promote reading fluency a 11-week tutorial reading program was developed and evaluated in third graders by a quasi-experimental design. The training specifically takes into account the heterogeneity of the classes. It combines repeated reading and assisted reading. The experimental group (N = 16) outperformed the control group (N = 18) significantly. Dependent on the measure of success effect sizes from d = 0.40 and d = 1.39 were found. A transfer effect on reading comprehension could be confirmed only in the sentence reading comprehension (d = 0.68). Both tutors and tutees benefited equally. Cognitive and motivational characteristics of the students had no effect early in training on the learning experience.
The repeated reading intervention with peers play an important role in enhancing the mastery of the students in reading fluency. This study examines the extent to which the effect of repeating reading intervention programs with peer in improving reading fluency for students with learning disabilities. This study also aims to investigate the effect of implementing repeated reading intervention programs with peers on the reading fluency for student with learning disabilities, seeing the reading fluency when help from peers is eliminated from intervention and identify the challenges and problems faced by peers during this intervention implemented.. The Principles of Social Learning Theory of Bandura and Behaviorism Theory of Thorndike were used in this study along with the model of Automaticity and the Peer Support model. This study is a single subject with multiple design baseline across subjects used to examine the effects of intervention on reading fluency for students with learning disabilities . Three students with learning disabilitiess from Sekolah Menengah Pedas, Rembau were selected as study participants. . The reading texts is provided as an instrument for measuring accuracy and speed which is the main element of reading fluency. During the intervention phase, the study participants are paired with the mainstream students. During the retention phase,repeated reading interventions are still ongoing but without peer help. The results of analysis reveal that repeated reading interventions with peers can enhance the mastery of reading fluency for students with learning disabilities. The findings of this study are expected to assist the Ministry of Education to overcome the problem of reading fluency for students with learning disabilities. In addition,improving achievement and reducing gap between the students with learning disabilities and the mainstream students.
The aim of this study as a preliminary study in developing the exercises to improve reading fluency of students grade 1of Primary School (SD). The study used a quasi- experimental method with Nonequivalent Control Group Design. The subjects were seven students in 1st grade, with age 7-8 years old, which consists of four students as an experimental group that received exercises of pronunciation as much as six times with a duration of 30-40 minutes and three students as a control group. Data on reading fluency obtained by measuring the average score of subject’s reading ability within one minute. Measuring instrument used was a single paragraph which consists of a series of words / syllables that need to be mastered by children aged 7 years old. In this exercise the students practice for using their speech muscles suit the phonetic rules, so that the resulting pronunciation becomes more precise. The results showed that in the control group there was no increase reading fluency, while in the experimental group there was three student has increased their reading fluency but not to the another one. However, there were changing in the aspects of speed and accuracy among all subjects who received the pronunciation exercises.
Repeated readings (RR) has garnered much attention as an evidence based intervention designed to improve all components of reading fluency (rate, accuracy, prosody, and comprehension). Despite this attention, there is not an abundance of research comparing its effectiveness to other potential interventions. The current study presents the findings from a randomized control trial study involving the assignment of 168 second grade students to a RR, wide reading (WR), or business as usual condition. Intervention students were provided with 9–10 weeks of intervention with sessions occurring four times per week. Pre- and post-testing were conducted using Woodcock-Johnson III reading achievement measures (Woodcock, McGrew, & Mather, 2001, curriculum-based measurement (CBM) probes, measures of prosody, and measures of students' eye movements when reading. Changes in fluency were also monitored using weekly CBM progress monitoring procedures. Data were collected on the amount of time students spent reading and the number of words read by students during each intervention session. Results indicate substantial gains made by students across conditions, with some measures indicating greater gains by students in the two intervention conditions. Analyses do not indicate that RR was superior to WR. In addition to expanding the RR literature, this study greatly expands research evaluating changes in reading behaviors that occur with improvements in reading fluency. Implications regarding whether schools should provide more opportunities to repeatedly practice the same text (i.e., RR) or practice a wide range of text (i.e., WR) are provided.
The present research deals with the effectiveness of Repeated Reading (RR) in improving reading fluency and reading comprehension of L2 learners. Although RR intervention was first introduced to L1 beginning readers and individuals with reading disability, recent research has applied it to L2 readers. However, the results are inconclusive. Review of the past research on RR in L2 8 readers has inspired this current study, which aims at strengthening the effectiveness of RR within the L2 context. Hence, not only the automaticity of lower-level reading processing is tackled, but the repeated training on higher-level processing is also emphasized. EFL students with different English proficiencies were recruited to our RR intervention. It is hypothesized that by means of implicitly and repeatedly presenting different texts with similar text structure to the participants, they would “naturally” develop awareness of the text structure and show better reading comprehension. Participants’ performance in pretest and posttest as well as during the intervention generally confirmed our prediction. Although the participants’ reading fluency was not improved, their reading comprehension on new texts (transfer effect) did significantly improve. Additionally, the higher proficient EFL students also showed higher repetition and transfer effects during and after the intervention. Based on these findings, theoretical and practical implications for the future research on RR in L2 context are discussed.
This chapter discusses how to teach second or foreign language listening efficiently based on an analysis of the theoretical background and empirical evidence. Firstly some spoken language features are introduced followed by an examination of the previous research on second language listening difficulties. Based on the research findings, a listening lesson designed in a three-phase teaching format is presented, namely pre-listening, while-listening and post-listening. A few activities are suggested for each phase of listening, and finally three outside class listening practice activities are recommended to help ensure the most effective development of second language listening.
As students move their way through primary school into the secondary school years an expectation exists that they can read. Coupled with this expectation are the increasingly complex demands placed on students as readers in disciplinary fields. Further, reading success is crucial for their learning in school and beyond. Efforts to improve secondary students’ reading outcomes have often drawn from approaches to reading literacy based on cognitive theories of reading and not specifically designed for adolescent learners who often have long and complex reading histories. The reading histories for these students are characterised by a resistance to the task, a repeated sense of failure, and a lack of confidence in themselves and those around them. This paper reports on a study of 12 Year 8 students, aged 12–14 years, who participated in a reading program informed by both sociocultural and cognitive theories of reading, designed specifically with these learners in mind. Analysis of pre and post-program data revealed a positive shift in what these readers could do and in how they identified as readers.
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