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Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background This study explored the effects of attention shifting on Chinese children’s word reading. Objective The sample consisted of 87 fourth-grade children from Shaoxing City, China. Methods The students completed measures of the attention shifting task, reading accuracy test, reading fluency test, and rapid automatized naming test. Results The results showed that reading fluency was significantly correlated with attention shifting scores, specifically with tag1 and tag6 (ps

Background: This study explored the effects of attention shifting on Chinese children's word reading. Objective: The sample consisted of 87 fourth-grade children from Shaoxing City, China. Methods: The students completed measures of the attention shifting task, reading accuracy test, reading fluency test, and rapid automatized naming test. Results: The results showed that reading fluency was significantly correlated with attention shifting scores, specifically with tag1 and tag6 (ps < 0.05). The reading accuracy score was also significantly correlated with tag6 (p < 0.05). According to the regression analysis of attention shifting on word reading, even when controlling for rapid automatic naming, attention shifting significantly affected word reading fluency at approximately 600 ms (p =.011). Attention shifting did not affect children's word reading accuracy. Short conclusion: These findings suggest that attention shifting is significantly associated with children's word reading. Educators should focus on developing children's attention shifting to improve their word reading ability. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to examine whether morphological awareness measured before children are taught to read (Kindergarten in Israel) predicts reading accuracy and fluency in the middle of first grade, at the very beginning of the process of learning to read pointed Hebrew – a highly transparent orthography, and whether this contribution remains after controlling for phonemic awareness. In a longitudinal design, 680 Hebrew-speaking children were administered morphological and phonemic awareness measures at the end of the preschool year (before they were taught to read) then followed up into first grade when reading was tested in mid-year. The results indicated that even at this early point in learning to read a transparent orthography, preschool morphological awareness contributes significantly to both reading accuracy and reading fluency, even after partialling out age, non-verbal general ability, and phonemic awareness. The current results extend the Functional Opacity argument (Share, 2008) which proposes that at the initial stages of reading acquisition, when children still have incomplete mastery of some aspects of the spelling-sound system, non-phonological sources of information about word identity such as morphology can assist in the decoding process. The practical implications of these results with regard to early reading instruction are discussed. [ABSTRACT FROM AUTHOR]

In this century, the value of information has become more significant; reflecting this change, focus has shifted to preparing pupils for the functional use of reading. Therefore, the latest international assessments of reading literacy are set up to address this kind of knowledge. Significant numbers of individuals are performing below the minimum level in these assessments in Hungary, signalling lower capacity for participation in the community. When attempting to eliminate functional illiteracy, it is crucial to analyse the present support system, and the efficiency of recognising reading problems in the early stages, in order to improve the provision of education systematically. When examining the probable causes of the struggle to comprehend texts, one of the prerequisites of understanding written language is appropriate decoding. This research focuses on investigating the access to intervention programmes of 5th-grade children with poor reading skills. The speed and accuracy of the aloud reading of 957 pupils attending mainstream classrooms were measured and compared to the data regarding the participation in rehabilitation programmes. The most relevant finding of the research was that only less than half of the children with poor reading skills receive help to improve their performance; 55% of slow readers and 60% of non-accurate readers were left without support, even though their performance is significantly worse than that of their peers. This finding indicates the need to revise the screening system and necessitates more extensive and less diagnosis-based access to intervention programmes.

Telerehabilitation has proved to be a useful tool for neurodevelopmental disorders in allowing timely and intensive intervention and preventing relapses; it is also widely used for specific learning disabilities (SLD), showing significant effects on reading abilities, but variables linked to its effectiveness have not been studied yet. The present study was aimed at testing the effectiveness of telerehabilitation on reading and writing in SLD children, comparing different treatment pathways, and considering the impact of training intensity and executive functions. Seventy-three children were enrolled (telerehabilitation group: 48 children, waiting list group: 25 children). The results showed significant improvements in reading fluency, text dictation, and executive functions in the training group. Children attending a combined training including reading tasks and rapid automatized naming processes improved in word reading fluency and text dictation. The number of training sessions and the change in executive functions significantly correlated with changes in reading accuracy. Here we show a new contribution to telerehabilitation research in SLD: telerehabilitation significantly enhanced learning abilities and executive functions. Training based on the learning task and the underlying processes significantly increased not only reading speed, according to previous studies, but also writing accuracy. The findings' implications in clinical research and practice are discussed. [ABSTRACT FROM AUTHOR]

This study explored the effects of visual status and braille reading patterns on the reading accuracy of students with visual impairments in China. The sample consisted of 121 students aged 10–19 years: 48 were students with congenital visual impairments, 25 were students with adventitious visual impairments, and 48 were sighted students. Students with visual impairment read braille and sighted students read printed materials, whilst both reading materials have same content. The participants' reading accuracy was measured by assessing the number and range of errors. The types of error identified included mispronunciation, omission, repetition, substitution, self-correction, and insertion. The study had two main conclusions. (1) Type of vision status had a significant effect on reading accuracy. More specifically, the reading accuracy of the sighted students was significantly higher than that of the students with visual impairments. Furthermore, repetition was the most common type of reading error made by the two groups of students with visual impairments, whereas self-correction was the most common type of reading error made by the sighted students. (2)Braille reading patterns had a marginally significant effect on reading accuracy. The participants who used cooperative and one-handed patterns were more accurate than the students who used the other braille reading patterns. Specifically, the participants using cooperative and one-handed patterns made significantly fewer mistakes in the repetition category than the students using marker and parallel patterns, but this difference did not exist for the other types of reading errors. These results are analysed and discussed in the discussion section of this paper. [ABSTRACT FROM AUTHOR]

This study aimed to describe the development of reading fluency and accuracy of Estonian students throughout an academic year. The longitudinal study assessed the reading skills of 112 students two times: in the winter of their third grade and the winter of their fourth grade. Three reading subtasks were used: connected text, word list and pseudo-word list. We found that reading fluency and accuracy developed significantly during the academic year, but the differences in the results of weaker and more skilled students were large. The average level of accuracy in reading was very high, while the reading errors that emerged were predominantly qualitative. However, the proportion of quantitative reading errors increased significantly when reading pseudo-words *** Eesti õpilaste lugemisoskuse areng ning lugemisvead: kirjeldav uuring transparentse ortograafiaga keeles Uuringu eesmärk oli kirjeldada eesti õpilaste lugemise ladususe ja õigsuse arengut ühe õppeaasta vältel. Õpilaste lugemise ladususe ja õigsuse taset hinnati kahel korral: 3. ja 4. klassi talvel. Mõlemal korral kasutati hindamiseks kolme testi: sidusat teksti, sõnade loendit ja pseudosõnade loendit. Selgus, et õpilaste lugemise ladusus ja õigsus arenesid ühe õppeaasta jooksul oluliselt. Enamik 4. klassi õpilasi luges ladusalt ja valdavalt ilma vigadeta, õigesti loeti keskmiselt umbes 95% sõnadest. Kuigi märgatavalt arenes ka nõrgemate lugemisoskustega õpilaste lugemise ladusus ja õigsus, oli 4. klassis siiski umbes 8% õpilasi, kelle lugemistehnilist oskuste tase oli väga madal. Samuti selgus, et nõrgemate ja oskuslikumate lugejate lugemise ladususe ja õigsuse näitajad erinesid väga suurel määral. Lugemisvigadest moodustasid enamuse kvalitatiivsed vead, kuid kvantitatiivsete vigade osakaal tõusis märgatavalt pseudosõnade lugemisel. Kokkuvõttes viitavad uuringu tulemused mõnele olulisele kitsaskohale lugema õpetamise valdkonnas. Esiteks, neljandates klassides leidub mitmeid õpilasi, kelle lugemistehniliste oskuste tase ei vasta õppekavas seatud nõudmistele ning see omakorda võib raskendada nende toimetulekut teises kooliastmes. Teiseks, õpilaste lugemisoskuse suur varieeruvus seab väljakutseid õpetajale – kuidas valida lugemistekste, mis oma raskustasemelt oleksid õpilastele arendavad. Seejuures tuleb meeles pidada, et õpetaja ülesandeks on toetada nii nõrgemate, keskmiste kui ka oskuslike lugejate arengut.

Copyright of Jerash Journal for Research & Studies is the property of Jerash University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We examined the effects of a combined phonological and print intervention program on the enhancement of phonological awareness, text reading accuracy and comprehension in fourth grade Arabic-speaking children with severe difficulties in reading accuracy (dyslexia) and reading comprehension. We compared an experimental group (n = 22; mean age = 122.9 months) to a control group (n = 22; mean age = 124.65 months). The training program focused on two domains: phonological awareness and print knowledge. The results showed that the experimental group performed better in the post and follow-up assessments than in the baseline assessment on phonological awareness, reading accuracy, and comprehension. We discuss findings indicating the positive impact of phonological awareness and print knowledge on reading development in terms of decoding and comprehension abilities. [ABSTRACT FROM AUTHOR]

Araştırmanın genel amacı, özgül öğrenme güçlüğü olan öğrencilerin doğru okuma, okuduğunu anlama ve okuma hızı becerilerini inceleyerek öğrencilerin sınıf ve yaş seviyesindeki performanslarını belirlemektir. Araştırma Konya ilinde özel eğitim ve rehabilitasyon merkezlerinde öğrenim gören özgül öğrenme güçlüğü olan 79 üçüncü sınıf öğrencisi ile yürütülmüştür. Öğrencilerin doğru okuma, okuduğunu anlama ve okuma hızı becerilerini değerlendirebilmek amacıyla kullanılan “Sesli Okuma Becerisi ve Okuduğunu Anlama Testi II” kullanılmıştır. Öğrencilerin %98.73’inin (n= 78) doğru okuma, %100’ünün (n= 79) okuduğunu anlama ve %100’ünün (n= 79) okuma hızı becerilerinde kronolojik yaş ve sınıf seviyesinin altında performans gösterdikleri ortaya çıkmıştır. Doğru okuma, okuduğunu anlama ve okuma hızı becerilerinin birbirlerini etkilediği tespit edilmiştir. Elde edilen bulgular ilgili alanyazın ışığında tartışılmıştır.

Telerehabilitation has proved to be a useful tool for neurodevelopmental disorders in allowing timely and intensive intervention and preventing relapses; it is also widely used for specific learning disabilities (SLD), showing significant effects on reading abilities, but variables linked to its effectiveness have not been studied yet. The present study was aimed at testing the effectiveness of telerehabilitation on reading and writing in SLD children, comparing different treatment pathways, and considering the impact of training intensity and executive functions. Seventy-three children were enrolled (telerehabilitation group: 48 children, waiting list group: 25 children). The results showed significant improvements in reading fluency, text dictation, and executive functions in the training group. Children attending a combined training including reading tasks and rapid automatized naming processes improved in word reading fluency and text dictation. The number of training sessions and the change in executive functions significantly correlated with changes in reading accuracy. Here we show a new contribution to telerehabilitation research in SLD: telerehabilitation significantly enhanced learning abilities and executive functions. Training based on the learning task and the underlying processes significantly increased not only reading speed, according to previous studies, but also writing accuracy. The findings’ implications in clinical research and practice are discussed.

Copyright of International Journal of Educational Research (22196064) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Unlike alphabetic languages, Chinese text marks no word demarcation. Previous research inserted word-demarcating spaces into Chinese text but found inconsistent effects on reading efficiency. To address the potential trade-off effects of the additional length caused by inserted spaces, this study introduces color-and-font formatting as a word demarcation. A total of 41 first-language (L1) and English-speaking second-language (L2) Chinese speakers read Chinese text presented in conventional, interword spaced, nonword spaced, interword formatted, and nonword formatted conditions. Participants further answered comprehension questions and shared retrospective perceptions. The results suggest altered text presentations can facilitate reading for L2 Chinese learners in accordance with proficiency levels and learning objectives. Interword spaced text facilitated reading speed, especially for higher-level Chinese learners. Interword formatted text facilitated accuracy for all L2 Chinese learners. Nonword formatted text facilitated accuracy for lower-level Chinese learners. In addition, altered text presentations were generally acknowledged and welcomed by L2 Chinese learners. [ABSTRACT FROM AUTHOR]

Copyright of Ozel Egitim Dergisi is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research was to investigate the relationship between students' reading fluency and comprehension. It is a correlational design. A purposive sampling technique was employed to select the district, school, students, and grade level. Accordingly, 100 students participated in the study. As the research was quantitative, reading comprehension tests and comprehension-based silent reading fluency tests were applied to collect data. The data was analyzed using statistical techniques like Pearson product-moment correlation and linear regression. The findings revealed that reading accuracy level and reading rate, which are the parameters of reading fluency, were strongly correlated (r =. 885, P < 0.01) with each other. However, silent reading fluency (SRF) had a moderate correlation with reading comprehension. Moreover, the reading rate had a strong positive correlation with reading accuracy (r =.885, p < 0.01, and reading comprehension (r =.410, p<0.01). In addition, the linear regression outputs confirmed that the higher the students' reading rate and accuracy level, the higher their reading comprehension (Beta = 0.42, t = 4.53, p < 0.05). It means that when reading rate and accuracy increase, so do their reading comprehension. The results suggest that reading rate and accuracy levels are valid measures of reading ability when students read silently with comprehension. [ABSTRACT FROM AUTHOR]

Background: Adapting instruction to individual students' needs is known to be effective, but there is a lack of evidence whether students' reading skills are associated with literacy instruction activities at classroom‐level. Both the content of the literacy instruction and teachers' instructional support through instructional management are considered. Methods: The data were collected in the context of Finland where first graders' reading skills show great variation at school entry but rapid progress. Students (n = 616) were individually tested on their reading skills, and literacy lessons in 35 classrooms were video recorded in the autumn of first grade. Multilevel path analyses were conducted to examine the classroom‐level associations between reading skills (accuracy and fluency) and three types of literacy instruction activities (coded from the video recordings). The number of students present and the teachers' work experience were controlled in the analyses. Results: The results indicated that, at classroom‐level, lower average reading skills were associated with more lesson time allocated to code‐focused activities such as decoding and spelling tasks in which instructional management was directed for the whole group. In turn, higher average reading skills in classrooms were associated with more lesson time allocated to individual or small group assignments. The reading skills were not associated with meaning‐focused activities such as text‐level reading activities and class discussions with the whole group. Conclusions: In early literacy lessons, students' reading skills were associated with teachers' implementation of different literacy instruction activities at classroom‐level. In classrooms with more students having already acquired basic decoding skills, teachers provided more classroom time for independent practice and individual support, which is likely to support consolidation of students' literacy skills. Highlights: What is already known about this topicStudents' reading skills vary greatly at the entry to primary school.Adapting both the content and amount of instructional support based on a student's skills has been shown to be effective, but the knowledge of these processes is limited into studying adaptations at the level of the individual student or specific learning situations. However, the students' skills at classroom‐level may also affect the instruction.In order to support students' reading skills development, both the content of the instruction and adequate support for learning are important. What this paper addsThis study is among the first to analyse classroom‐level associations between students' reading skills and literacy instruction activities in the lesson.Students learning to read have been shown to benefit from code‐focused activities with teacher support, whereas more advanced students have been shown to benefit from independently practicing their skills. This study showed that teachers typically engaged their students in whole group instruction on accurate decoding and spelling when the students reading skills were lower at classroom‐level (i.e. there were more students learning to read), whereas higher reading skills (i.e. more students that were able to read) were associated with more time spent in independent practicing.Higher skills of students in a classroom (i.e. more students that are able to read) may invite and offer more opportunities for the teacher to adapt instruction at the level of the individual student. Implications for theory, policy or practiceTeachers should sensitively observe the skills development of their students and adapt their instruction based on this information.Teachers' continued professional development on adapting literacy instruction activities and flexible planning of lessons according to their students' skills should be supported. [ABSTRACT FROM AUTHOR]

Copyright of Eesti Rakenduslingvistika Ühingu Aastaraamat is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to explore educators' definitions of reading fluency and clarify misconceptions regarding its meaning and role in reading instruction. We surveyed 168 educators ranging from elementary to postsecondary. When asked to define fluency, 43% of the respondents included accuracy, 30% included automaticity, and 65% included prosody (expression). Only 8.6% of the respondents accurately named all three components of reading fluency, and 16.7% used none of these terms in their definitions. A univariate ANOVA with the educator's role as the independent variable, and the number of competencies named as the dependent measure. There was a statistically significant difference in accurately named competencies by role, and all of the roles with the exception of public-school administrators, statistically significantly outperformed secondary teachers in their definitions of fluency. We also quantified the number keywords used in respondents reasoning for why reading fluency is important and found that comprehension was the most frequently used term. We believe a better understanding of reading fluency's components should lead to better reading fluency instruction, which will lead to increased reading comprehension and overall reading achievement. [ABSTRACT FROM AUTHOR]

Abstract This study, conducted in the United Arab Emirates, piloted a curriculum to increase early grade reading fluency. A curriculum with enhanced perceptual features, such as font size and spacing was used with grade one students in four schools to detect any significant difference in students’ reading speed and reading accuracy after one year. Three hundred forty-five grade one students participated in the pilot—174 in the intervention group and 171 in the control group (ds= 0.33 0.47). At the end of the year, students in the intervention group read more letters and words correctly on average in one minute (p

Fluency is a central skill for successful reading. Research has provided evidence that systematic reading fluency interventions can be effective. However, research is scarce on the effects of interventions delivered remotely versus face-to-face. This study investigated the efficacy of a systematic and standardized intervention for promoting reading fluency in third-grade students (N = 207) during the COVID-19 pandemic. The study had a pretest, posttest, and follow-up design, with two intervention groups (remote vs face-to-face) and a control group. The intervention groups experienced 20 intervention sessions (2 sessions per week), each lasting approximately 50 min. Word reading accuracy, text reading accuracy, and fluency were measured in the three rounds of assessment. In both intervention groups, all measures of reading showed gains from pretest to posttest. The results also suggested that the efficacy of the intervention was similar in the remote and face-to-face modalities. These findings highlight the relevance of systematic interventions in increasing reading fluency and support the use of remote interventions as an adequate alternative to face-to-face interventions.

The cerebellum is traditionally associated with the control of coordinated movement, but ample evidence suggests that the cerebellum also supports cognitive processing. Consistent with this, right-lateralized posterolateral cerebellar regions are engaged during a range of reading and reading-related tasks, but the specific role of the cerebellum during reading tasks is not clear. Based on the cerebellar contribution to automatizing movement, it has been hypothesized that the cerebellum is specifically involved in rapid, fluent reading. We aimed to determine whether the right posterolateral cerebellum is a specific modulator of reading fluency or whether cerebellar modulation is broader, also impacting reading accuracy, rapid automatized naming, and general processing speed. To do this, we examined the effect of transcranial direct current stimulation (tDCS) targeting the right posterolateral cerebellum (lobules VI/VII) on single-word reading fluency, reading accuracy, rapid automatized naming, and processing speed. Young adults with typical reading development ( n = 25; 15 female sex assigned at birth, 10 male sex assigned at birth, aged 18-28 years [ M = 19.92 ± 2.04 years]) completed the reading and cognitive measures after 20 min of 2 mA anodal (excitatory), cathodal (inhibitory), or sham tDCS in a within-subjects design. Linear mixed effects models indicated that cathodal tDCS decreased single-word reading fluency scores ( d = -0.36, p < 0.05) but did not significantly affect single-word reading accuracy, rapid automatized naming, or general processing speed measures. Our results suggest that the right posterolateral cerebellum is involved in reading fluency, consistent with a broader role of the cerebellum in fast, fluent cognition., Competing Interests: Competing Interests: See Competing Interests. The authors declare the following, which may be considered a potential competing interest: Lauren M. McGrath receives royalties from the textbook Diagnosing Learning Disorders: From Science Into Practice (3rd edition) from Guilford Press., (© 2023 Massachusetts Institute of Technology.)

Background: The relationship between rapid automatized naming (RAN) and reading has been examined extensively, but there is still a question as to the reason for the relationship. To reduce involvement of alphanumeric and vocabulary knowledge in RAN, and to possibly reduce phonological demands, researchers have suggested using the RAN sizes that have only two items, that is, naming shapes according to two sizes: 'little' or 'big'. However, despite the RAN sizes advantages, as far as we know, this test is not widely used. The purpose of the current study was to examine whether RAN sizes in kindergarten predict reading speed and accuracy toward the end of first grade among Hebrew speaking children. Methods: A total of 113 Hebrew‐speaking children were assessed twice. In preschool, we collected matrix reasoning, phonological awareness and RAN sizes data. In first grade, these data were recollected along with reading data. Results: Kindergarten RAN sizes accounted for 4% of the variance in reading accuracy and 4% of the variance in reading speed. Phonological awareness accounted for 4% of the variance in reading accuracy only. In first grade, RAN sizes explained 19% of the variance in reading speed, with no significant contribution to accuracy. Phonological awareness still explained 4% of the variance in accuracy. Conclusions: The results from the current study support the claim that RAN is a unique longitudinal predictor of early reading, over and above phonological awareness. Moreover, rapid size naming may be used to test RAN with less reliance on alphanumeric and vocabulary knowledge. Finally, RAN sizes may be used to predict reading speed in Hebrew. Highlights: What is already known about this topicTwo of the main precursors of word reading ability are phonological awareness (PA) and rapid automatized naming (RAN).RAN of digits and letters is more strongly related to reading than RAN of colours and objects.The relationship between RAN and reading depends on orthographic regularity. What this paper addsRAN in kindergarten predicts speed and accuracy of reading pointed Hebrew in first grade.Among Hebrew‐speaking children, by the end of first grade, PA contributed a significant unique variance to reading accuracy and RAN sizes contributed a significant unique variance to reading speed. Implications for theory, policy or practiceRAN sizes can be used when less reliance on alphanumeric and vocabulary knowledge is needed.Among kindergarten and first grade Hebrew‐speaking children, RAN sizes can be used to predict reading speed. [ABSTRACT FROM AUTHOR]

The ability to synchronise one's movements to the sound of a regular beat has been found to be associated with children's language and reading abilities. Sensorimotor synchronisation or tapping performance can among other factors [e.g., working memory and rapid automatized naming (RAN)] predict phonological awareness and word reading accuracy and fluency of first graders. While tapping tasks that use a simple metronome sound are more often used, applying musical stimuli has the potential advantage of being more engaging and motivating for children. In the present study, we investigated whether tapping to a metronome beat or complex musical stimuli would predict phonological awareness and reading outcomes of Hungarian 6-7-year olds (N =37). We also measured participants' general cognitive abilities (RAN, non-verbal intelligence and verbal working memory). Our results show that phonological awareness, spelling and reading accuracy were associated with the musical tasks while reading fluency was predicted by the metronome trials. Our findings suggest that complex musical tasks should be considered when investigating this age group, as they were, in general, more effective in predicting literacy outcomes. [ABSTRACT FROM AUTHOR]

The ability to synchronise one’s movements to the sound of a regular beat has been found to be associated with children’s language and reading abilities. Sensorimotor synchronisation or tapping performance can among other factors [e.g., working memory and rapid automatized naming (RAN)] predict phonological awareness and word reading accuracy and fluency of first graders. While tapping tasks that use a simple metronome sound are more often used, applying musical stimuli has the potential advantage of being more engaging and motivating for children. In the present study, we investigated whether tapping to a metronome beat or complex musical stimuli would predict phonological awareness and reading outcomes of Hungarian 6-7-year olds (N=37). We also measured participants’ general cognitive abilities (RAN, non-verbal intelligence and verbal working memory). Our results show that phonological awareness, spelling and reading accuracy were associated with the musical tasks while reading fluency was predicted by the metronome trials. Our findings suggest that complex musical tasks should be considered when investigating this age group, as they were, in general, more effective in predicting literacy outcomes.

In the present study, we explored the unique contribution of reading accuracy, reading fluency and linguistic comprehension within the frame of Simple View of Reading (SVR). The experimental sample included 118 3rd to 5th grade children learning Italian, a language with a highly regular orthography. We adopted a flexible method of analysis, i.e., the Network Analysis (NA), particularly suited for exploring relations among different domains and where the direct relations between a set of intercorrelated variables is the main interest. Results indicated an independent and unique contribution of syntactic comprehension skills as well as reading fluency and reading accuracy in the comprehension of a written text. The decoding measures were not directly associated with non-verbal reasoning and the latter was not directly associated with reading comprehension but was strongly related to oral syntactic comprehension. Overall, the pattern of findings is broadly consistent with the predictions of SVR and underscores how, in an orthographically regular language, reading fluency and reading accuracy as well as oral comprehension skills directly influence reading comprehension. Data are discussed in a cross-linguistic perspective. Implications for education and rehabilitation are also presented.

In the present study, we explored the unique contribution of reading accuracy, reading fluency and linguistic comprehension within the frame of Simple View of Reading (SVR). The experimental sample included 118 3rd to 5th grade children learning Italian, a language with a highly regular orthography. We adopted a flexible method of analysis, i.e., the Network Analysis (NA), particularly suited for exploring relations among different domains and where the direct relations between a set of intercorrelated variables is the main interest. Results indicated an independent and unique contribution of syntactic comprehension skills as well as reading fluency and reading accuracy in the comprehension of a written text. The decoding measures were not directly associated with non-verbal reasoning and the latter was not directly associated with reading comprehension but was strongly related to oral syntactic comprehension. Overall, the pattern of findings is broadly consistent with the predictions of SVR and underscores how, in an orthographically regular language, reading fluency and reading accuracy as well as oral comprehension skills directly influence reading comprehension. Data are discussed in a cross-linguistic perspective. Implications for education and rehabilitation are also presented. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the relationship between the reading fluency and the reading comprehension in accordance with the type of the text. Participants of the study are 99 students who were chosen among fifth graders in a Turkish secondary school. The study utilized descriptive analysis and adopted predictive correlational research design. “Reading Comprehension Test” and “Multidimensional Reading Scale” were used as data-collection tools. According to findings; while the speed of reading, percentage of word recognition, and prosodies differed in favour of narrative texts, there was no significant difference in regard to the level of the reading comprehension. When checked for the mag-nitude of impacts, the significant difference in the percentage of the word recognition was found small (r= .18), the significant difference in the reading speed was large (d= 1.02), and significant difference in prosody was in the middle (d= .75). It has been found that the reading fluency elements (prosody, accuracy, and reading speed) have a significant positive relationship and a similar relationship can also be seen along the lines of the reading comprehension in different types of texts in each type of the text. Furthermore, the study has stated that speed of the reading and prosodic values can be predictors of the reading comprehension percentage on a significant level in the informative and narrative text types. The findings of this study were consistent with the literature provided by the study.

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to determine the effects of nursery rhymes, entertaining and prominent products of Turkish folk literature, on improving reading fluency of fourth-grade primary school students. The sample consisted of 44 fourth graders, attending a public primary school in Vakfikebir County of Trabzon province (Turkey) in the 2015-2016 academic year. The sample was grouped into two, namely an experiment and a control group and the students were randomly assigned to the groups. The texts selected for the purpose of the study, were firstly read by the students and they were voice-recorded as they read out before the study was carried out. Their reading rates were measured relying on the recordings by counting the number of words they read per minute, while their reading levels were determined with Error Analysis Inventory and the prosodic features were measured using the Prosodic Reading Scale. Then, the activities involving nursery rhymes were administered to the experimental group for 15 weeks, who were offered two activities per week, while the students in the control group continued their regular education. After the administrations, the measurements were repeated asking the students to read the same texts. The reading rate scores, the accurate reading scores and the data obtained from the Prosodic Reading Scale were analyzed with SPSS, a statistical software program by performing paired samples t-test and independent groups t-test. The results showed that the reading rates and the accurate reading skills of the students in the experimental group improved. The implications of the findings are discussed and suggestions are made at the end. INSET: 95;. [ABSTRACT FROM AUTHOR]

Copyright of Gulf Education & Social Policy Review is the property of Knowledge E DMCC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Reading comprehension is one of the primary skills required of students in elementary schools. Various factors can influence this skill, including bilingualism. Owing to the variety of languages and dialects in Iran, a large number of students learn Farsi as a second language; consequently, they are faced with numerous challenges in acquiring high-level skills such as reading and writing. The present study was aimed at comparing reading comprehension and reading accuracy between bilingual Arabic and Farsi-speaking and monolingual Farsi-speaking fifth grade children in Ahvaz. Methods: This cross-sectional, descriptive analytic study was carried out employing a random sample of 165 bilingual students (91 girls and 74 boys), and 159 monolingual students (79 girls and 80 boys). The students were evaluated in terms of reading accuracy and comprehension skills using some selected parts from a reading test developed by Shafei et al., in 2009. Finally, mean scores were compared between the two groups employing the independent samples t-test. Results: Both reading comprehension and accuracy were significantly higher in monolinguals compared to bilingual Arabic/Farsi-speaking students (P=0.000). Gender stratified results showed higher levels of reading comprehension skills in both monolingual girls (P=0.000) and boys (P=0.03) in comparison to bilinguals. However, in the reading accuracy subtest, only monolingual girls had a significantly superior performance than the bilinguals (P=0.000). Conclusion: Overall, our results showed lower levels of reading comprehension and accuracy skills in bilingual fifth grade students in comparison to their monolingual peers in the city of Ahvaz. It seems that even in the late elementary school years, bilingual children have not attained the same level as their monolingual peers. Due to the importance of reading skills in academic achievement and day-to-day life, we highly recommend the implementation of measures toward improving these skills among bilingual elementary school students.

Speech fluency is a major challenge for young persons who stutter. Reading aloud, in particular, puts high demands on fluency, not only regarding online text decoding and articulation, but also in terms of prosodic performance. A written text has to be segmented into a number of prosodic phrases with appropriate breaks. The present study examines to what extent reading fluency (decoding ability, articulation rate, and prosodic phrasing) may be altered in children (9–12 years) and adolescents (13–17 years) who stutter compared to matched control participants. Read speech of 52 children and adolescents who do and do not stutter was analyzed. Children and adolescents who stutter did not differ from their matched control groups regarding reading accuracy and articulation rate. However, children who stutter produced shorter pauses than their matched peers. Results on prosodic phrasing showed that children who stutter produced more major phrases than the control group and more intermediate phrases than adolescents who stutter. Participants who stutter also displayed a higher number of breath pauses. Generally, the number of disfluencies during reading was related to slower articulation rates and more prosodic boundaries. Furthermore, we found age-related changes in general measures of reading fluency (decoding ability and articulation rate), as well as the overall strength of prosodic boundaries and number of breath pauses. This study provides evidence for developmental stages in prosodic phrasing as well as for alterations in reading fluency in children who stutter.

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. To make the situation worse, both teachers and learners frequently use Indonesian language throughout English classes. There are two sets of skills that are particularly important to teach. The first set includes comprehension monitoring skills that involve readers' monitoring their continuing processing for possible comprehension failure and taking remedial action when failures occur. Comprehension failures can occur at various levels, including: particular words, particular sentences, relations between sentences, and relations between larger units. For each kind of failure, there are specific remedial actions readers can take. The second set of processing skills that can be taught involves using clues in the text to generate, evaluate, and revise hypotheses about current and future events in the text. 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. Hence, what educators should do now is conscientiously try to shift educators’ attention from emphasizing the accuracy of students ‘oral presentation to developing their ability to express themselves both accurately and fluently in English.

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to investigate the relationship between the reading fluency and the reading comprehension in accordance with the type of the text. Participants of the study are 99 students who were chosen among fifth graders in a Turkish secondary school. The study utilized descriptive analysis and adopted predictive correlational research design. "Reading Comprehension Test" and "Multidimensional Reading Scale" were used as data-collection tools. According to findings; while the speed of reading, percentage of word recognition, and prosodies differed in favour of narrative texts, there was no significant difference in regard to the level of the reading comprehension. When checked for the magnitude of impacts, the significant difference in the percentage of the word recognition was found small (r= .18), the significant difference in the reading speed was large (d= 1.02), and significant difference in prosody was in the middle (d= .75). It has been found that the reading fluency elements (prosody, accuracy, and reading speed) have a significant positive relationship and a similar relationship can also be seen along the lines of the reading comprehension in different types of texts in each type of the text. Furthermore, the study has stated that speed of the reading and prosodic values can be predictors of the reading comprehension percentage on a significant level in the informative and narrative text types. The findings of this study were consistent with the literature provided by the study. [ABSTRACT FROM AUTHOR]