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Full-Text Articles in Education
The Effect Of L1 Orthography On The Oral Reading Of Adult English Language Learners, Kristin Lems
The Effect Of L1 Orthography On The Oral Reading Of Adult English Language Learners, Kristin Lems
Faculty Publications
A descriptive study of the timed oral reading of 232 literate adult English language learners (ELLs) in a post-secondary academic program found a relationship between the proximity of their L1 orthography to English and their performance in a timed oral reading. The scores on the students’ final exams and final listening exams, on the other hand, did not correlate with their first language orthography. The author concludes that for literate ELLs, L1 orthography exerts an influence on oral reading in English, and therefore should be factored in when designing assessments that employ such a method.
Using Empirically Validated Reading Strategies To Improve Middle School Students' Reading Fluency Of Classroom Textbooks, Amy C. Scarborough
Using Empirically Validated Reading Strategies To Improve Middle School Students' Reading Fluency Of Classroom Textbooks, Amy C. Scarborough
Communication Sciences and Disorders Dissertations
According to the National Center for Education Statistics (2007), 27% of the nation’s 8th grade population scored below the basic reading level in 2006-2007. Reading fluency strategies are a viable practice for improving reading achievement yet seldom are they incorporated into the 8th grade curriculum. To be effective, passages used in reading fluency strategies should be at the students’ instructional reading level (Daly, Persampieri, et al., 2005; Welsch, 2007). However, if increased oral reading fluency gained at the instructional reading level fails to generalize to content-area text that a student is required to read, the gain is not clinically significant, …