Reading Fluency

Reading fluency has been defined as the process of automatically associating graphemic and
phonetic information in a text with minimal conscious attention if any at all. Research has
found that the effect of fluency on reading proficiency is of importance to student learning
and that increasing oral reading fluency (ORF) rates has been correlated in several studies
to improved comprehension. However, no reading fluency rates (FR) or standards in Arabic
have been established to date. This exploratory study begins to examine Arabic language
ORF and proposes an initial Arabic reading fluency scale. Thirty-five teachers from six private
bilingual schools across three Arabian Gulf countries (KSA, the UAE, and Kuwait), administered
ORF tests that comprised of authentic, vowelized, and leveled Modern Standard Arabic (MSA)
connected texts on 1003 students in Grades 1–6 in Fall and Spring of the same academic
year. Results of independent samples t-test revealed changes in reading fluency between Fall
and Spring. Furthermore, the range of FR for these initial data within each grade level was
significant. Results obtained, however, appeared to be lower than several of the international
ORF charts used for English and Arabic languages. Girls outperformed boys in Grades 1–3,
while boys outperformed girls in Grades 4–6. The study has several limitations and several
likely implications that extend to languages other than Arabic possibly including the potential
importance of extended reading practice and early exposure to text.
الملخص
نتباه 􀄯 كن من ا 􀉹􀑴 قلّ ما 􀉯􀑪􀑳 يع و 􀅏 و 􀈹􀑴 آ􀇙 روف بش 􀈕 ا 􀅑 علومات ر 􀉹􀑳 نصّما 􀇋􀑴 􀑫 روف 􀈕 لية ربط معلومات متعلّقة بصوت ا 􀆟 ا􀊅􀑫 أ 􀈻 قة القرائية ع 􀄰 تُعَرَّف الط
قة القرائية الشفوية مرتبطة بتحسّن 􀄰 ت الط 􀄯 دة معدّ 􀉯􀑴 وجدت البحوث أنّ ز 􀇽 الطالب. 􀈣 تعّ 􀈻 كفاءة القراءة ع 􀇋􀑴 􀑫 قة 􀄰 الط 􀉷􀑴 ث􀉯􀑪 􀑬 ية 􀉟. وجدت البحوث أ 􀆭􀑴 الوا
􀈹 لنظر إ 􀑳 􀉯 عية 􀄰 ستط 􀄯 للغة العربية. ستبدأ هذه الدراسة ا 􀑳 􀉯 متوفّرة بدقّة 􀑴 􀉷 قة القرائية الشفوية غ 􀄰 الط 􀑴 􀉷 ت أو معاي 􀄯 ذلك، فإنّ معد 􀑫 􀆞
􀉶􀑳 . و 􀊏􀑴 􀑪 م القرا 􀇃􀑫 ال 􀇋􀑴 􀑫
􀇋􀑴 􀑫 ا/ة من ستّ مدارس خاصة، ثنائية اللغة ّ 􀈡 ثون مع 􀄰 سة وث 􀑫 􀄷
􀉷􀑳 ت مبدئية لذلك. اخت 􀄯 ح معدّ 􀉷􀑬 للغة العربية وستق 􀉯􀑳 قة القرائية الشفوية 􀄰 ت الط 􀄯 معدّ
قة القرائية 􀄰 الط 􀇋􀑴 􀑫 السادس 􀈹 إ 􀊏􀑴 􀑪 بتدا 􀄯􀑲 ول ا 􀄯􀑪 تحدة، الكويت) ١٠٠٣ طالب/ة من الصف ا 􀈝 مارات العربية ا 􀄯􀑲 ملكة العربية السعودية، ا 􀈝 ثة دول عربية (ا 􀄰 ث
العينات 􀉱􀑰􀑪 ا. كشفت نتا 􀅛 خريف وربيع السنة الدراسية نف 􀇋􀑴 􀑫 ختبار 􀄯 ة. أُجري ا 􀅯 عا 􀈝 عيارية ا 􀈝 للغة العربية ا 􀉯􀑳 􀈭􀑬 ه وأصي 􀑬 􀇜 ل نصوص مش 􀄰 الشفوية من خ
􀈭􀑬 مرح 􀇘 􀇋􀑴 􀑫 قة القرائية 􀄰 الط 􀇋􀑴 􀑫 إحصائيا 􀈬􀑬 كشفت عن فروق دا 􀇽 ريف والربيع، 􀈕􀑫 ا 􀊂􀑫 􀑴 قة القرائية ما ب 􀄰 ت الط 􀄯 معدّ 􀇋􀑴 􀑫 ات 􀉷􀑴 (اختبار-ت) عن تغّ 􀈭􀑬 ستق 􀈝 ا
ية. تفوّقت الفتيات 􀉷􀑫 􀑴􀇜 ن􀄯􀑲 وضوعة للغة ا 􀈝 ديدا تلك ا 􀉲􀑬 ية و 􀈝 قة العا 􀄰 ت الط 􀄯 للغة العربية أخفض من معدّ 􀉯􀑳 قة 􀄰 ت الط 􀄯 كشفت أيضا أن معدّ 􀉱􀑰􀑪 صفيّة. النتا
لغات 􀈹 ا إ 􀉹􀑳 تدّ لر 􀉹􀑬 􀊑􀑴 􀑬 الدراسة وبعض التَِّبعات ال 􀈻 ٦. رُصدت بعض القيود ع - الصفوف ٤ 􀇋􀑴 􀑫 الفتيات 􀈻 تفوّق الفتيان ع 􀉾􀑫 ٣، بي - الصفوف ١ 􀇋􀑴 􀑫 الفتيان 􀈻 ع
بكّر للنصوصالقرائية. 􀈝 ية التعرّضا 􀉟القراءة وأ 􀈻 تكرّر ع 􀈝 ية التدرّب ا 􀉟ا أ 􀊇􀑫 أخرى وم

Quality teacher preparation programs have been shown to greatly impact
student learning outcomes as studies often refer to the importance of quality
teacher education as a key factor in learning. Linguistic realities in the Arab
world reflect a bleak situation where Arabic language teachers remain largely
poorly prepared and deprived of sustained and meaningful professional development.
This situation is manifested in students’ results on international
standardized Arabic language proficiency tests. This chapter describes current
practices in teacher Arabic language teacher education and cites student Arabic
language learning outcomes as demonstrated on the 2011 PIRLS test. The chapter
covers research investigating the importance of effective teacher education
including quality of preservice admissions, and field experiences associated
with those programs.
Keywords: Arabic language, Arabic teacher education, Teacher preparation
in Arab World, Arabic teacher quality, PIRLS, Arabic literacy, Arabic
standardized tests, Arabic teachers’ outcomes, teaching Arabic, Arab colleges of education

Arabic is spoken as a native language by over 300 million people on two different continents: Africa and Asia. In addition, Arabic is the official language in 26 countries around the world. Given the enormous number of native speakers and the large number of countries where it is spoken as a native language, Arabic was selected as one of the six official languages in the United Nations. Another point of pride for the Arabic language is its historical connection to Islam, since is it the language of the Qur’an. This makes it the religious language of over a billion Muslims around the world. In Muslim countries, learners of Arabic are revered and enjoy several privileges because of this prestigious status of Arabic in Islam (Suleiman, 2003). Recently, there has been a substantial increase in the number of Arabic learners in Western countries. For example, in the USA, numbers of Arabic learners increased from 5,505 in 1998 to 35,083 students in 2009, according to a survey conducted by the Modern Language Association (Furman, Goldberg, & Lusin, 2010). Because of this growing interest, Arabic has become the eighth most studied language in US universities. The renewed interest could be interpreted within a wider context of Westerners attempting to better understand Islam and Muslims. Also, it is clear that there is a growing political and economic interest in the Middle East. More importantly, many Western governments now have a firm belief that learning strategic languages, such as Arabic, is part of their national security strategy, particularly after the events of 9/11 (National Research Council, 2007).
After reclaiming their independence in the second half of the 20th century, the Arab countries espoused educational policies that promoted the teaching and learning of Arabic in schools and the use of the language in the wider society. Arabic was also stated in all Arab constitutions as the national and official language of these countries. One of the main goals of any educational system in the Arab world has apparently become the training of citizens who can use Standard Arabic accurately and fluently. The purpose of this policy was to revitalize the status of Arabic which was negatively affected by colonial policies that promoted native languages of the imperial powers (see Daoud, 1991, for a comprehensive discussion of the Arabization policies). Modern Standard Arabic, which is a simplified version of Arabic, replaced Classical Arabic in schools and media. Also, Arab governments have provided substantial funding for developing new Arabic curricula and also establishing teacher-training programs. Arabic is currently taught in schools as a core subject from kindergarten to secondary level for around six to eight hours per week. In addition, university students are required to take Arabic as part of their academic programs.

Sipos Zsókával, az Olvasási Fluencia és Szövegértés Kutatócsoport tagjával, az Apor Vilmos Katolikus Főiskola Neveléstudományi Tanszékének docensével és a Meixner Alapítvány egyik szakmai koordinátorával beszélgettünk logopédusi és oktatói–kutatói munkájának tapasztalatairól az olvasáselsajátítási képességek tükrében.

Reading and writing are not biologically innate, but speaking is. From birth, humans acquire language intuitively through listening and speaking. This paper argues that speech-based knowledge-what Vygotsky termed "inner speech"-is central to the development of both writing fluency and reading comprehension. Drawing on research in linguistics, psychology, and education, this article explores how explicit instruction that builds on students' natural oral language awareness strengthens their writing voice and supports reading through prosodic and syntactic awareness. A systemic functional approach to literacy instruction validates the communicative skills students bring to the classroom while making writing and reading more accessible, especially for learners with language-based challenges.

This study aimed to investigate how multisensory learning approaches affected the phonemic awareness and reading fluency of first-grade learners at Aya-Aya Elementary School, Aya-Aya, Lugait, Misamis Oriental during the 4th Quarter of the school year 2024-2025. The study used a one-group pretest-posttest research design and included 15 participants who received a two-month intervention using visual, auditory, and kinesthetic methods in daily reading classes. The Comprehensive Rapid Literacy Assessment (CRLA) was utilized as the primary instrument for assessing learners' reading abilities before and after the intervention. Initial results revealed that 67% of learners were already performing at an "Excellent" level, with the remainder falling into the "Average" and "Above Average" category. Following the intervention, 100% of the learners received an "Excellent" rating. This improvement shows that multisensory learning approaches benefit all learners, regardless of starting performance. Learner attitude checklists also revealed higher involvement and excitement for reading activities. The findings complement previous studies indicating structured, multisensory education improves phonemic awareness and reading fluency. The study concludes that such approaches are inclusive and successful for both struggling and proficient readers. To sustain literacy improvement, a collaborative expertise plan is recommended to sustain and enhance these results through continuous implementation and adaptation of multisensory strategies.

Prior research suggests that reducing font clarity can cause people to consider printed information more carefully. The most famous demonstration showed that participants were more likely to solve counterintuitive math problems when they were printed in hard-to-read font. However, after pooling data from that experiment with 16 attempts to replicate it, we find no effect on solution rates. We examine potential moderating variables, including cognitive ability, presentation format, and experimental setting, but we find no evidence of a disfluent font benefit under any conditions. More generally, though disfluent fonts slightly increase response times, we find little evidence that they activate analytic reasoning. (PsycINFO Database Record

One major difference between more and less successful readers involves their access to complex texts and the conceptual knowledge and extensive vocabulary presented in them. The current research looks at four variations of scaffolded reading instruction on the reading achievement of struggling third-grade readers using informational texts. Social studies texts were selected using Lexile Levels to determine the selections' difficulty; Guided Reading levels were also used when available. Twenty-four students from three different classrooms at a Title One school in the Midwest participated in one of four groups (Wide Reading with instructional level texts, Wide Reading with grade level texts, Repeated Reading with instructional level texts, and Repeated Reading with grade level texts). Analysis of the pretest indicated that the initial ability levels of the four groups were equivalent. The research demonstrated overall gains for the third-grade readers in terms of reading ability while expanding their access to vocabulary and conceptual knowledge, two of the factors underlying the achievement gap.

Based on evidence from Ghana, a typical multilingual country in West Africa, the present study investigated reading comprehension of bilingual Akan-English learners (grades 4-6) in their first (L1) and second (L2) language. The study was carried out along three lines of investigation: L1-L2 reading comprehension and the relation with L1-L2 reading fluency; L1-L2 reading comprehension and cross-linguistic transfer; and L1-L2 reading comprehension in relation to learners’ home environment and Socio-Economic Status (SES). A sample of 85 learners was tested individually on L1 and L2 reading comprehension and oral reading fluency. Their parents responded to a survey regarding literacy resources, educational background and available assets in the home environment. Results showed that learners read faster in English than in Akan, but comprehend better in Akan than in English. Hierarchical regression analysis of two conceptual models showed that Akan reading comprehension was predicted by Akan fluency and English comprehension, whereas English reading comprehension was predicted by SES and Akan comprehension, providing evidence for the idea that higher-level reading comprehension strategies are transferable between typologically distant languages. We conclude by discussing how these different predicting factors per language can be used to design multilingual reading programmes in this particular postcolonial English context.

This report describes and briefly characterizes a method for computing quantitative EEG (qEEG) z-scores based on a modification of the typical methods used for qEEG reporting. In particular, it describes using a sample of EEG from a single individual, and creating a reference database from the individual sample, in contrast to using a population of individuals as the source data. The goal of this method is to quantify and localize within-subject changes that may arise due to time or various factors. We refer to this approach as "z-builder," because the z-score reference is constructed or "built" on a per-subject basis in the office or laboratory and is not derived from a reference obtained from an outside source. It is confirmed that z-scores for EEG acquired during a test period can be calculated based on a single previously recorded reference sample from an individual, and that the resulting z-scores obey the expected statistical distribution. Reference data can be calculated using samples in the 1-to 5-minute range, and subsequent static or dynamic z-scores for a test sample can then be computed using this reference data in lieu of a population database. It is confirmed that, in the absence of systematic change in the EEG, z-scores generally fall well within the range of 1.0, providing a sensitive indicator when changes do occur. It is shown that this method has value in assessing individual stability of EEG parameters and for quantifying changes that may occur due to time effects, aging, disorders, medications, or interventions.

Göçler sayesinde insanlar, farklı dil ve kültürlere sahip bireylerle iletişim kurmaya başlamışlardır. Bu iletişim zamanla gelişip hızlandıkça, göçler kalıcı olmaya başlamıştır. İnsanların göç ettikleri ülkelerde, dil ve bunun yanında kültür çeşitliliği artmış, farklı kültürlerden ve dillerden gelen insanlar evlilikler yoluyla bir araya gelerek çok dilli nesiller yetiştirmişlerdir. Almanya'da Türk kökenli öğrencilerin Türkçe sesli okumalarında kelime tekrar yönteminin etkisi ne düzeydedir? olarak belirlenmiştir. Bunun sonucunda öğrencilerdeki Türkçe sesli okuma değişimleri gözlemlenmiştir. Bu ana problem etrafında öğrencilerin Türkçe sesli okuma esnasında ne tür hatalar yaptıkları tespit edilmiştir. Kelime tekrar yöntemiyle hataların azaltılması ve sesli okuma sürelerinin kısalıp kısalmadığı gözlemlenmek istenmiştir. Araştırmada nitel ve nicel yöntemlerin birlikte uygulandığı karma yöntem kullanılmıştır. Araştırmada gözlem formu kullanılmıştır. Bu formda hataların türleri tespit edilmiştir. Veriler Balıkçı met ni ve Başarılı Adam metinleri kullanılarak toplanmıştır. Öğrencilere belirlenen metin Balıkçı üç kez okutturulmuştur. Sonuç olarak kelime tekrar yönteminin kullanılmasıyla öğrencilerin Türkçe sesli okumada yaptıkları hatalar azalmış ve sesli okuma süreleri de buna paralel olarak kısalmıştır. Anahtar kelimeler: Çift dillilik, Türkçe okuma, kelime tekrar The Effect of Word Repetition Method on the Development of Turkish Reading Skills of Students of Turkish Origin in Germany Abstract With migrations, people began to communicate with individuals with different languages and cultures. As this communication developed and accelerated over time, migrations began to become permanent. In the countries to which people immigrated, language and cultural diversity increased, and people from different cultures and languages came together through marriages and raised multilingual generations. What is the effect of the word repetition method on the Turkish oral reading of students of Turkish origin in Germany? was determined as. As a result, changes in Turkish oral reading in students were observed. Around this main problem, it has been determined what kind of mistakes students make while reading aloud in Turkish. It was aimed to reduce errors by using the word repetition method and to observe whether oral reading times were shortened. A mixed method was used in the research, where qualitative and quantitative methods were applied together. An observation form was used in the research. In this form, the types of errors were determined. Data were collected using the Fisherman text and the Successful Man texts. The students were made to read the determined text Balıkchı three times. As a result, with the use of the word repetition method, the mistakes made by the students while reading aloud in Turkish decreased and the time of reading aloud decreased accordingly.

Os avanços em psicolinguística e nos estudos em neurociências têm contribuído para o maior entendimento dos processos relevantes envolvidos para uma leitura eficiente, mas nem sempre o profissional clínico tem acesso a essa informação de forma sistematizada. Tanto o desenvolvimento de leitura, como a avaliação e a intervenção têm sido largamente influenciados por evidências científicas em um movimento de aproximação cada vez mais necessário entre a teoria e a prática fonoaudiológica. Sendo assim, o objetivo deste trabalho foi reunir informações relevantes para o entendimento do processamento de leitura, sobretudo em relação à importância do desenvolvimento de sua fluência, por meio de uma revisão crítica da literatura nesta área.

Bu arastirmada besinci sinif ogrencilerinin akici okuma becerileri ile anlama duzeyleri (basit ve cikarimsal) arasindaki iliskinin incelenmesi amaclanmistir. Arastirmaya besinci siniflarda ogrenim goren farkli cinsiyet, sosyoekonomik ve basari duzeylerinden 39 ogrenci katilmistir. Arastirma iliskisel tarama modelinde gerceklestirilmistir. Verilerin analiz edilmesinde t-testi, ANOVA ve korelasyon analiz teknikleri kullanilmistir. Arastirma sonuclarina gore akici okuma becerileri ile okudugunu anlama arasinda pozitif yonlu ve orta duzey iliskiler bulunmustur. Ayrica akici okuma becerileri basit anlamaya gore cikarimsal anlamada daha yuksek iliskili cikmistir. Bunun disinda arastirmaya katilan ogrencilerin cinsiyet ve sosyoekonomik duzey degiskenleri akici okuma becerileri ve anlama duzeyleri acisindan karsilastirilmistir. Bu karsilastirma sonuclarina gore cinsiyet degiskeni ogrencilerin akici okuma becerilerinde ve anlama duzeylerinde istatistiksel olarak anlamli farklilik gostermemis...

Report after report describes a reading crisis and frequently reported statistics point out that 67% of fourth graders read below grade level and nearly 130 million American adults read below the sixth-grade level. The reading wars have focused mainly on learning to read, and although this focus presents an obviously a very important challenge, studies about wanting and liking to read has been largely ignored. This brief article will describe a study conducted at the University of Connecticut entitled the Schoolwide Enrichment Model-Reading (Reis, et al. (2004) & Reis, et al. (2011) that calls attention to getting young people interested in and engaged in meaningful reading activities.

Bu çalışma, dinleme, görsel destekli dinleme, sesli ve sessiz okumanın anlamaya olan etkisini belirlemek amacıyla deneysel desen kullanılarak gerçekleştirilmiştir. Araştırma, Kırşehir ilinde bulunan Prof. Dr. Erol Güngör İlköğretim Okulunda 48 altıncı sınıf öğrencisi örneklem alınarak yapılmıştır. Öğrencilerin seçiminde 5. sınıf Türkçe dersi not ortalamaları esas alınmıştır. 48 kişi dört gruba bölünmüştür. 12 kişilik bir gruba kendi sınıflarında dinleme metni dinlettirilmiş ve 12 kişilik diğer gruba yine sınıflarında metin, sessiz okutturulmuştur. Diğer gruplara slayt destekli metin dinletilmiş ve sesli okuma yaptırılmıştır. Çalışma sonucunda başarı testi uygulanmıştır. Test sonucunda görsel destekli olarak metni dinleyen grubun başarı puanı ortalaması (37,872), sessiz okuyan grubun başarı puanı ortalaması (35,238), dinleyen grubun başarı puanı ortalaması (32,577), sesli okuma yapan grubun başarı puanı ortalaması (27,662) şeklinde gerçekleşmiştir.This study has been done to see the ...

The current research aimed to verify the psychometric properties of the perceived academic justice scale among students of the College of Education in Qena. The study sample consisted of (180) male and female students from the College of Education in Qena (general educationbasic education-childhood division), with an average age of (20.63) and a deviation standard of (0.87), and the researcher used exploratory factor analysis to verify the validity of the scale items Validity, Cronbach's Alpha coefficient, the Gutman method, and the split-half method (Spearman-Brown) to verify the stability of the scale scores Reliability, and the research results indicated that the academic justice scale Perception consists of four factors that accounted for (53.739%) of the explained variance, and the value of the Cronbach's alpha coefficient was (0.762, 0.950, 0.762, 0.773, 0.769) for the total score and dimensions, respectively, the value of the Spearman-Brown coefficient (0.959), and the Guttman coefficient (0.938). This indicates the validity of the scale in defining the variable targeted for measurement and its validity for use to collect data in other studies.

This study investigates the empirical validity of the simple view of reading model in a semi-transparent language, Swedish, by using a large amount of reading test data from 11,791 students. Data were collected during the primary grades (year 1-3), which allowed us to test two aspects of the model: how much reading comprehension variance can be accounted for by decoding and language comprehension across primary grades (nine test occasions in total), and how decoding and language comprehension contribute to reading comprehension at each test occasion (three test occasions per grade). By using a latent variable framework, our findings indicated that nearly all reading comprehension variance was accounted for by decoding and language comprehension across each test occasion. Both decoding and language comprehension contributed to reading comprehension at all grades. While decoding contributed the most to reading comprehension variance at the first test occasions (grade 1), language comprehension became equally important in the middle of second grade. At the end of third grade, language comprehension outperformed decoding. This study shows that the simple view of reading model is highly usable for yet another semi-transparent language, which has practical implications for how to assess reading skills and, ultimately of how to inform reading instruction for beginner readers.

This study investigates the empirical validity of the simple view of reading model in a semi-transparent language, Swedish, by using a large amount of reading test data from 11,791 students. Data were collected during the primary grades (year 1-3), which allowed us to test two aspects of the model: how much reading comprehension variance can be accounted for by decoding and language comprehension across primary grades (nine test occasions in total), and how decoding and language comprehension contribute to reading comprehension at each test occasion (three test occasions per grade). By using a latent variable framework, our findings indicated that nearly all reading comprehension variance was accounted for by decoding and language comprehension across each test occasion. Both decoding and language comprehension contributed to reading comprehension at all grades. While decoding contributed the most to reading comprehension variance at the first test occasions (grade 1), language comprehension became equally important in the middle of second grade. At the end of third grade, language comprehension outperformed decoding. This study shows that the simple view of reading model is highly usable for yet another semi-transparent language, which has practical implications for how to assess reading skills and, ultimately of how to inform reading instruction for beginner readers.

The purpose of this research study was to determine if the Edmark Reading Program increased reading fluency, attitudes, and engagement in third-grade students with disabilities. Student fluency was measured using estimated oral reading fluency determined by the STAR reading assessment. A statistically significant difference was found between the mean gains and losses of the control group and the intervention group. Student attitudes and engagement were reported using fieldnotes. Percentages of student attitudes and engagement were calculated, and the results revealed that students in the treatment group were more engaged and had more positive attitudes than students in the control group.

This research was conducted based on the problems faced by the students in learning English, especially in reading comprehension. Based on the fact, the students had problems and difficulties in comprehending their English reading texts. The problems were: some of students got difficulty to state the main idea of the text, they got difficulties in identifying reference, they were lack of thinking critically, etc. This research objective was to find out if there is a significant relationship between students’ critical thinking and their reading comprehension at the second year students of State Islamic Senior High School 4 Kampar. Furthermore, this research was a correlational research, which has two variables. The first was X variable (students’ critical thinking) and the second was Y variable ( students’ reading comprehension). The subject of this research was the second year students of State Islamic Senior High School 4 Kampar whileobject of this research was the relationship bet...

Reading prosody, the expressive aspect of fluency, is an important contributor to reading comprehension. The lack of attention to prosody inspires us to examine the tools used to assess reading prosody in U.S. public schools, and ultimately, the influence of language ideologies on the language and literacy education of multilingual students. The study involves critical discourse analysis of fluency rubrics and interviews with six bilingual adult speakers of English and Arabic, Mandarin, or Spanish. Our theoretical framework is grounded upon language ideologies; we distinguish between monoglossic language ideologies and translanguaging as ways to conceive of language-in-use. Our analysis reveals that rubrics employ languages that reflect-and legitimize-what we refer to as the standard prosody myth. The standard prosody myth also persists in how several bilingual academics described their understanding of prosody and their prosody practices in their first languages. We conclude with implications for K-12 education and teacher preparation.

Bu calismada amac ortaokul (5., 6., 7. ve 8. sinif) Turkce ders kitaplarinda yer alan oykulerin okunabilirlik duzeylerini tespit etmektir. Calismada nitel arastirma yontemlerinden dokuman incelemesi kullanilmistir. Arastirmanin calisma nesnelerini 2019-2020 egitim-ogretim yilindan itibaren ders kitabi olarak okutulan Anittepe Yayinlarina ait 5. sinif Turkce ders kitabi, Ekoyay Yayinlarina ait 6. sinif Turkce ders kitabi, Ozgun Yayinlarina ait 7. sinif Turkce ders kitabi ve MEB Yayinlarina ait 8. sinif Turkce ders kitabinda yer alan 29 oyku metni olusturmaktadir. Verilerin cozumlenmesinde betimsel analiz yontemi kullanilmistir. Ders kitaplarinda yer alan oykuler Atesman (1997) tarafindan Turkceye uyarlanan okunabilirlik formulu kullanilarak analiz edilmistir. Arastirma sonucunda ortaokul Turkce ders kitaplarinda yer alan oykulerin okunabilirlik duzeylerinin orta guclukte, kolay ve cok kolay olarak degisim gosterdigi belirlenmistir.

Reading fluency has attracted the attention of reading researchers and educators since the early 1970s and has become a priority issue in English as a first language (L1) settings. It has also become a critical issue in English as a second or foreign language (L2) settings because the lack of fluency is considered a major obstacle to developing independent readers with good comprehension skills. Repeated Reading (RR) was originally devised by in order to translate Automaticity Theory into a pedagogical approach for developing English L1 readers' fluency. Extensive research has been conducted to show the positive effects of RR in English L1 settings. A growing number of L2 reading researchers have demonstrated that RR may be a promising approach for building fluency and comprehension in L2 settings. However, while L1 research has demonstrated a robust correlation between improved reading fluency and enhanced comprehension, L2 fluency research has not yet shown such a strong correlation. In addition, most studies on reading fluency in L2 settings have used quantitative approaches and only a few of them have explored the "inside of L2 readers' brain," that is, what is actually happening while they engage in RR. The present study attempts to reveal the inner process of L2 reading fluency development through RR for an advanced-level L2 reader who is articulate in describing her metacognitive processes. Using a diary study approach comprising more than 70 RR sessions over the course of 14 weeks, the current study investigated an L2 reader with good comprehension skills

In English as a foreign language (EFL) contexts, there has been a growing recognition that reading provides important opportunities for second language (L2) development in second language learners . This is particularly true in EFL settings in which sources of L2 input are limited . However, EFL learners face a number of problems effectively utilizing reading as a venue for L2 development. One of the more salient problems is that EFL learners' reading rates may be slow, indicating that they are reading laboriously word by word . suggests that L2 readers are trapped in a feeling of security, in that they believe reading every word leads to better understanding of the text meaning. Unfortunately, such slow reading may discourage learners from practicing reading. It is clear that methods that help students learn to read faster and with better comprehension may encourage students to read more and more fully utilize opportunities for growth in the L2 through reading. This study focuses on one such method --repeated reading (RR) --and its use with nine first year Japanese university EFL students of beginner to intermediate English proficiency.

RESUME _________________________________________________________________________________________________ Le manque du mot, trouble survenant précocement dans la maladie d'Alzheimer souvent interprété comme la perte des représentations dans la mémoire sémantique, complique l'accès lexical. Les aspects phonologiques sont réputés être plus résistants. La densité de voisinage phonologique (nombre de mots qui ne diffèrent d'un mot cible que par un phonème) a fait l'objet de nombreuses études lesquelles observent l'effet facilitateur d'un voisinage phonologique dense. Si le système de représentation phonologique est préservé chez les patients, on devrait observer un effet facilitateur pour la production des mots ayant un voisinage phonologique dense. 20 patients Alzheimer et 20 sujets contrôles ont produit un discours spontané duquel ont été extraits des mots difficiles vs faciles à récupérer. La fréquence et le nombre de voisins phonologiques ont été calculés pour...

Az olvasási szokások, legyen szó információszerzésről, érzelmi átélésről vagy szórakozásról, gyökeresen megváltoztak az elmúlt ötven-hatvan évben – előbb a televízió, majd az internet, újabban pedig az okostelefon és a mesterséges intelligencia térnyeréséből fakadóan. Ma már nem a nyomtatott könyv, az abból (fel)olvasott szöveg a kultúra legnagyobb – sokáig csaknem kizárólagos – letéteményese. Mind civilizációs közösségünk, mind személyes életutunk szempontjából alapvető kérdéseket kell tehát feltennünk az olvasás fogalmáról, típusairól, jelentőségéről – és jövőjéről.
Mivel ezt nem lehet megtenni a múlt ismerete nélkül, lapszámunk áttekintést nyújt az előző évszázadok hazai olvasástörténetéről, kiemelve annak fontos fordulópontjait. Az összeállítás az olvasáskutatás legfrissebb eredményeinek megosztása mellett rámutat az olvasóvá nevelés hatékony módszereire, a digitális nemzedékek olvasástapasztalatára, valamint kitér az olvasás irodalomtudományi aspektusainak néhány aktuális problémájára is. Bemutat továbbá tiltott könyveket, foglalkozik a nők olvasóvá válásával, a gyermekirodalom születésével, de szót ejt a cenzúra, a terápiás célú befogadás, valamint a 21. századi könyvipar jellemzőiről is – és miközben az olvasást a legtágabb perspektívában, jelalkotó- és értelmező emberi cselekvésként, kultúrtechnikaként szemléli, kortárs szépírók és gondolkodók egyéni olvasásélményeibe is betekintést kínál.
Kiadványunk képolvasásra és vizuális önreflexióra is invitál: friss, tematikus kortárs magyar képzőművészeti anyagból válogat a művészkönyvektől az öntükröző üvegművészeten át a grafikai elemeket is felhasználó dekollázsokig.

This study explores the role of digital multimedia in enhancing character education in elementary schools through a qualitative literature review. Character education is a fundamental aspect of early childhood learning, focusing on instilling core values such as responsibility, respect, empathy, and honesty. As technology continues to evolve, digital multimedia tools, including videos, interactive games, and animations, have become increasingly utilized in educational settings to support the development of these values. This literature review examines how the integration of digital multimedia enhances students' engagement, understanding, and retention of moral lessons in character education. The study highlights that multimedia-based learning, when appropriately designed, can make moral education more relatable and interactive, offering real-world scenarios where students can observe and practice ethical decision-making. However, the research also identifies challenges, such as over-reliance on technology, the need for teacher training, and the importance of age-appropriate content. The findings suggest that while digital multimedia can be an effective tool in promoting character education, it should be integrated thoughtfully, alongside traditional methods, to maximize its potential. This study concludes by emphasizing the need for ongoing research to assess the long-term impact of multimedia in character education and calls for greater investment in teacher training to effectively implement these tools in the classroom.

Developing student interest in non-major science courses in higher education can be extremely difficult, particularly for students who do not identify as science majors. This study explores the challenges faced by non-science enthusiast learners in engaging with science courses, focusing on their perceptions and learning behaviors. Many students view science as difficult and disconnected from their daily lives, leading to decreased motivation and participation. The study aimed to identify the learning behaviors of these students and to determine effective teaching strategies to enhance their engagement. Qualitative data were collected through one-on-one interviews with 20 educators using purposive sampling, allowing for in-depth insights into their experiences with non-enthusiast learners. The findings revealed that students often displayed disengaged behaviors, such as distractibility and passive participation, which hinder their academic success. Effective teaching strategies identified included making science relatable to students' everyday experiences, creating inclusive and supportive classroom environments, and employing engaging, interactive methods like hands-on activities and collaborative projects. Additionally, fostering emotional connections between educators and students was found to be crucial in enhancing interest and participation in science. Furthermore, future research should investigate the long-term impacts of these strategies to develop effective educational frameworks.

Existe un consenso generalizado entre los docentes, en el sentido de que la lectura fluida es una de las destrezas más importantes a desarrollar en los primeros años de escolaridad. Sin embargo, no existe una definición clara del constructo fluidez lectora en el ámbito de la investigación y en el medio escolar que oriente la práctica en este aprendizaje y su evaluación. Mientras algunos especialistas apoyan una definición simple de la fluidez lectora basada en la velocidad lectora, otros plantean que la lectura prosódica, relacionándola con la lectura expresiva. En este artículo reflexionamos acerca del hecho de que una lectura veloz no siempre es sinónimo de lectura fluida, y que el énfasis que tradicionalmente se ha puesto en la velocidad al leer en las escuelas –un aspecto singular de la lectura fluida-, ha llevado a muchos docentes y alumnos a pensar que leer con fluidez es leer deprisa.Valoramos también la importancia de una evaluación formativa que promueva la coevaluación y l...

This paper explores the role of MReader, an online platform designed to facilitate extensive reading in second language acquisition, specifically within the context of Japanese high school education. Extensive reading, which emphasizes reading large quantities of material for comprehension rather than linguistic accuracy, is presented as a solution to the overemphasis on grammar-translation methods traditionally used in Japanese secondary schools. The paper discusses the benefits of extensive reading, such as improved reading fluency, vocabulary acquisition, and overall language proficiency. It also examines the practical applications of MReader, which provides students with graded readers and tracks their progress, enhancing accountability and motivation. Research findings demonstrate the positive effects of extensive reading on L2 proficiency, with MReader offering an accessible and engaging tool for promoting learner autonomy. Despite challenges, such as selecting appropriate materials and ensuring consistent reading habits, the paper concludes that extensive reading, supported by platforms like MReader, can significantly enhance language learning outcomes.

The study assessed the effects of the Read-Pair-Share (RPS) strategy on the reading speed, reading comprehension and level of engagement of Grade 7 students at Philippine College Foundation. A oneshot pre-experimental research design through pretest and post-test was used in measuring student's reading speed and comprehension. Alongside, a Likert-scale questionnaire was used to measure students' engagement level. The results revealed that, reading speed has a significant improvement from "slow reader" level to "average reader" level. Similarly, reading comprehension advanced from "frustration level" to "instructional level". Also, students' engagement level was improved. The cognitive engagement progressed from "moderately engaged" to "engaged". On the other hand, the behavioural engagement remained on the "moderately engaged" level. The results confirmed that there is a significant difference in the reading speed, comprehension and students' level of engagement before and after the intervention. These findings affirm the effectiveness of RPS in students' reading speed, comprehension and level of engagement.

Explicit teaching of vocabulary is a favourable practice in English as Second Language (ESL) classrooms. However, such practice would be a hinder for the students to learn words effectively since they are not taught in context. Thus, it leads to the idea of incidental vocabulary learning approach in repetitive reading. Such approach used in this study aims to examine the capability of students to learn vocabulary incidentally via the dramatization of written text. In this case, readers’ theatre (RT) is used as the platform of measurement. A total of 160 diploma students participated in this case study were equally divided into two different group – classroom reading (CR) and RT group. Both groups took a proficiency test to determine their vocabulary levels. The results were used to choose suitable level of reading materials for both groups. CR group read the story through normal reading lesson in classroom while RT group dramatized the story verbally via readers’ theatre activity. A...

Dyslexia is often described as the most common learning disability among the students that affect their ability to read and write. Children with dyslexia persist to their reading difficulties into adolescence and adulthood if without effective intervention and instruction. Therefore, this paper aims to review on the current state of available interventions for children with dyslexia in Malaysia and compare the interventions conducted outside Malaysia instead of to identify the frequently used for assistive technology tools in improving literacy skills. A total of 30 articles published between 2009 and 2021 that met the inclusive criteria were downloaded from electronic databases such as Scopus, SpringerLink and ScienceDirect. The interventions were divided into two categories which are phonological-based and assistive technology-based. The findings indicated that most of the interventions are focused on assistive technology tools and mobile learning applications become the favorite choice in Malaysia to assist students with dyslexia in ameliorating their learning difficulties. However, the developed mobile learning applications are not focused on teaching phonics and combined all three language skills (reading, spelling, and writing) in an application. Hence, it is imperative that researchers in Malaysia take into account to develop more mobile learning applications that focus on English language phonics and encompass three language skills (reading, spelling and writing) in an application for students with dyslexia.

Report after report describes a reading crisis and frequently reported statistics point out that 67% of fourth graders read below grade level and nearly 130 million American adults read below the sixth-grade level. The reading wars have focused mainly on learning to read, and although this focus presents an obviously a very important challenge, studies about wanting and liking to read has been largely ignored. This brief article will describe a study conducted at the University of Connecticut entitled the Schoolwide Enrichment Model-Reading (Reis, et al. (2004) & Reis, et al. (2011) that calls attention to getting young people interested in and engaged in meaningful reading activities.

Deficits in reading comprehension have been well documented in individuals with autism. Researchers have begun to identify predictors of reading comprehension; we sought to add to this knowledge base by investigating the role of text reading fluency in the prediction of reading comprehension in a sample of individuals with higher functioning autism (HFASD). A comprehensive reading battery was administered to students with HFASD (N = 68) and age-matched typically developing (TD) students (N = 38). Significant differences were detected between the HFASD and TD samples on every reading measure, favoring the TD sample. Structural Equation Models with the HFASD indicates that text reading fluency significantly predicts reading comprehension above and beyond the contribution of other reading variables which have been shown to be significant predictors in previous studies. This finding has important implications for the treatment of reading deficits in individuals with HFASD.

Dyslexia affects approximately 10% of students, presenting challenges in reading, writing, and language processing. As a future Special Education teacher, understanding how artificial intelligence (AI) can support students with dyslexia in developing strong writing skills is essential. This paper explores how AI-driven tools, such as speech-to-text software, grammar correction, and adaptive learning platforms, can assist dyslexic writers in overcoming traditional barriers to written communication. The paper will first examine the cognitive challenges that dyslexic students face when writing, including difficulties with spelling, sentence structure, and idea organization. It will then explore AI-powered writing aids designed specifically for individuals with dyslexia, such as LaMPost, an AI-driven writing assistant that helps restructure sentences and refine text (Pan et al., 2022). The study will also discuss broader AI applications in language learning, highlighting how personalized AI interventions can improve literacy skills and support self-expression (White et al., 2021). Additionally, the research will analyze the potential for AI to bridge the educational gap by providing real-time feedback, enabling students to practice writing in a low-stress environment. By comparing AI's impact across different age groups, this paper will argue that AI not only enhances adult professional communication but also fosters language development in children (Alghail & Mahfoodh, 2023). Despite its potential, the ethical considerations and limitations of AI in education will also be addressed. These include concerns about over-reliance on technology, accessibility gaps, and the importance of balancing AI assistance with traditional instructional methods. Ultimately, this paper will argue that AI has the power to transform the writing experience for students with dyslexia, allowing them to communicate more effectively and develop greater confidence in their writing abilities. By integrating AI into classroom instruction, educators can create a more inclusive and equitable learning environment for students with dyslexia.

This paper examined if difficulty in reading comprehension (PISA) is distinct from difficulty in reading fluency and if the distinct types of reading difficulties are differently associated with learning motivation, school burnout, and school enjoyment. The participants were 1,324 Finnish ninth graders. Findings suggested that difficulties in reading comprehension are often distinct from difficulties in reading fluency. Three reading difficulty groups were identified: (1) poor readers with both fluency and reading comprehension difficulties (n = 46, 3.5 %), (2) slow readers with only fluency difficulties (n = 70, 5.3%), and (3) poor comprehenders with only reading comprehension difficulties (n = 88, 6.5%). The slow readers had low scores only in reading-related motivation. Poor comprehenders and poor readers reported low motivation also in math and science, as well as higher level of burnout and lower school enjoyment than typical readers. The findings were similar for boys and girls.

Fluency practice, or repeated readings of the same text, can be monotonous for students with short attention spans who thrive on novelty and opportunities for socialization. Fluency "speed dates" can be a fun and interactive way to practice oral reading fluency in a low-stakes environment. Students complete repeated readings of the same text to a rotating set of partners, akin to a speed dating session. In this session, you will learn how to use "speed dating" to add engagement, swift pacing, structure, and JOY into oral reading fluency practice, particularly for older readers who are still developing their oral reading fluency.

Purpose: To characterize the reading ability of children with five years of education according to temporal standards, as well as to compare the reading fluency performance of these children before and after a reading program based on prosody standards. Methods: Thirty two fourth-grade children participated in this study. They performed reading aloud and picture description tasks in order to verify reading rate, speech rate, text comprehension and the adequacy of prosody variation. Afterwards, it was carried out a reading stimulation program with emphasis on prosody, composed of five 15-minute sessions of reading tasks. At the end of the program, children were reassessed , in order verify their performance after stimulation. Results: Changes were observed in reading rate, number of words misread, and quality of prosody during the reading task. Conclusions: The reading program promoted positive changes in reading fluency measures.

En del skoler har adopteret ideen om laesebånd, hvor hele skolen læser på samme tid i løbet af dagen. Formålet med at give tid til stillelæsning er som regel at fremme læselyst og flydende læsning. Når man spørger lærere om deres erfaringer med læse bånd, fortæller de, at det giver en hyggelig stemning, og at det giver en dejlig ro på skolen. Andre kan også fortælle, at det har boostet motivationen for læsning. Men hvad ved vi egentlig om effekten af at sætte tid af til stillelæsning i skoletiden?

Descripción y resultados de la aplicación de las técnicas de lectura eficaz a lo largo del curso 1994•1995 en cerca de 200 Centros Escolares. En la experiencia han participado 16.860 alumnos (573 aulas) de los niveles de 2º a 6º de E.P. de casi todas las provincias españolas. PRESENTACIÓN: Motivación. un niño C01110 ensetiarle bien a leer. Formar buenos lectores es preparar buenos estudiantes" Todo buen educador habrá sentido la necesidad de responder a las necesidades educativas de sus alumnos, máxime si quiere eliminar el fracaso escolar y buscar con garantía la calidad educativa. La enseñanza de la lectura tiene, por muchas razones, una apremiante actualidad. La recientemente implantada Reforma Educativa entiende la importancia que tiene C0l110 instrumento eficaz de comunicación, por lo que articula y favorece todos los medios didácticos que estimulen el dominio de la destreza lectora por parte de los alumnos, Encontrar el método ideal para la enseñanza de la lectura es una utopía, pero buscar un método activo, eficiente, motivador y asequible, que abarque el proceso lector de toda la Educación Primaria, sí que ha sido realmente un desafío ilusionante. Aunque la lectura eficaz se viene trabajando en España desde 1986, en los tres Últil110S alias se ha expandido casi de forma sistemática y estable, con la progresiva implantación de la Reforma Educativa y C0l110 instrumento afianzador de la calidad en muchos Centros Escolares. Un equipo de expertos en lectura eficaz ha liderado con acierto la aplicación y expansión del método, propiciando la forlnación de numerosos profesores y controlando los resultados que ahora salen a la luz.

Recent genome wide association scans (GWAS) for reading and language abilities have pin-pointed promising new candidate loci. However, the potential contributions of these loci remain to be validated. In the present study, we tested 17 of the most significantly associated single nucleotide polymorphisms (SNPs) from these GWAS studies (p < 10(-6) in the original studies) in a new independent population dataset from the Netherlands: known as FIOLA (Familial Influences On Literacy Abilities). This dataset comprised 483 children from 307 nuclear families, plus 505 adults (including parents of participating children), and provided adequate statistical power to detect the effects that were previously reported. The following measures of reading and language performance were collected: word reading fluency, nonword reading fluency, phonological awareness, and rapid automatized naming. Two SNPs (rs12636438, rs7187223) were associated with performance in multivariate and univariate testing...

Associations between home literacy environment and children's reading ability are often assumed to reflect a direct influence. However, heritability could account for the association between parent and child literacy-related measures. We used data from 101 mother/father/child triads to consider the extent to which associations between home literacy and children's reading fluency could be accounted for by parental reading fluency. Although home literacy correlated significantly with children's reading, no variable predicted significant variance after allowing for parental reading, except the number of books in the home. By incorporating measures of heritable parental traits into studies investigating home environment effects, we can start to identify which variables are correlates of parental traits and which might play a causal role in fostering children's development.

This study investigated student- and school-level factors in explaining students' reading achievement in the United Arab Emirates (UAE). Using Progress in International Reading Literacy Study (PIRLS) 2021 data, a multilevel modeling analysis was conducted to examine the reading achievement of students in relation to student-level variables (gender, socioeconomic status, students like reading, students confident in reading, and students engaged in reading) and school-level variables (teacher read for enjoyment, teacher send students to library, and library in school, years as principal, and school characteristics). At the student level, all factors, except for students like reading, showed statistically significant effects on students' reading achievement. At the school level, only two variables, teachers sending students to the library and school characteristics, showed statistically significant effects on students' reading achievement. The paper suggests how reading literacy could be improved in this context.