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Mize M, Park Y, Martin M. Technology-assisted reading fluency interventions for students with reading difficulties: evidence from a meta-analytic approach of single case design studies. Disabil Rehabil Assist Technol 2023; 18:1544-1554. [PMID: 35584263 DOI: 10.1080/17483107.2022.2060351] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2021] [Accepted: 03/26/2022] [Indexed: 10/18/2022]
Abstract
PURPOSE The purpose of this article was to provide a quantitative review of technology-assisted reading fluency interventions for students with disabilities and select moderator variables that may modify the effects of the interventions. MATERIALS AND METHODS All reviewed 13 studies employed a single-case research design, targeting technology-assisted reading fluency interventions for students with learning disabilities (LDs) or learning difficulties. Studies were descriptively analysed and evaluated for methodological quality. Additionally, to examine the level and trend of reading fluency outcomes, Tau-U was calculated across the studies by measuring the impact of various moderator variables on the intervention effects. RESULTS AND CONCLUSIONS Overall, studies showed a moderate to strong effect on reading fluency and there was a significant difference in moderator variables such as student status, type of technology, and features of technology. While the current study found positive outcomes from technology-based fluency interventions for struggling readers suggesting the effectiveness of using technology for the improvement of reading fluency, educators should consider using a rubric when utilising tablets because of the limited instructional components. Possible explanations about intervention effects, moderator effects, and study qualities along with limitations and future research were discussed. Implications for rehabilitationThis article examined a quantitative review of technology-assisted reading fluency interventions for students with disabilities and those considered at-risk. From this examination, we suggest the following implications:More research is needed to explore the effectiveness of technology-assisted reading fluency interventions. Some studies exist exploring the effect of overall reading interventions, but more specific analyses are needed related specifically to fluency and technology-assisted fluency interventions.Due to continuous advancements in technology, more research is also needed related to the integration of tablets and applications (or apps) on reading fluency.The use of technology to teach fluency has a general positive outcome for at-risk students. However, these types of interventions are more effective if they also provide vocabulary support.
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Affiliation(s)
- Min Mize
- Department of Education Core, Winthrop University, SC, USA
| | - Yujeong Park
- Department of Education, Gongju National University of Education, Gongju, South Korea
| | - Melissa Martin
- Department of Special Education, University of South Carolina Aiken, Aiken, SC, USA
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Rance G, Dowell RC, Tomlin D. The effect of classroom environment on literacy development. NPJ SCIENCE OF LEARNING 2023; 8:9. [PMID: 37012296 PMCID: PMC10070343 DOI: 10.1038/s41539-023-00157-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Accepted: 03/10/2023] [Indexed: 06/19/2023]
Abstract
The physical characteristics of a child's learning environment can affect health, wellbeing and educational progress. Here we investigate the effect of classroom setting on academic progress in 7-10-year-old students comparing reading development in "open-plan" (multiple class groups located within one physical space) and "enclosed-plan" (one class group per space) environments. All learning conditions (class group, teaching personnel, etc.) were held constant throughout, while physical environment was alternated term-by-term using a portable, sound-treated dividing wall. One hundred and ninety-six students underwent academic, cognitive and auditory assessment at baseline and 146 of these were available for repeat assessment at the completion of 3 school terms, allowing within-child changes across an academic year to be calculated. Reading fluency development (change in words read-per-minute) was greater for the enclosed-classroom phases (P < 0.001; 95%CI 3.7, 10.0) and the children who showed the greatest condition difference (i.e. slower rate of development in the open-plan) were those with the worst speech perception in noise and/or poorest attention skills. These findings highlight the important role classroom setting plays in the academic development of young students.
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Affiliation(s)
- Gary Rance
- The University of Melbourne, Department of Audiology and Speech Pathology, Parkville, VIC, Australia.
| | - Richard C Dowell
- The University of Melbourne, Department of Audiology and Speech Pathology, Parkville, VIC, Australia
| | - Dani Tomlin
- The University of Melbourne, Department of Audiology and Speech Pathology, Parkville, VIC, Australia
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Wu S, Gadke DL. A preliminary evaluation of positive self‐review as an oral reading fluency intervention. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22888] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/12/2023]
Affiliation(s)
- Shengtian Wu
- Department of Psychology Illinois State University Normal Illinois USA
| | - Daniel L. Gadke
- Department of Counseling, Educational Psychology, and Foundations Mississippi State University Starkville Mississippi USA
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Rodrigues B, Cadime I, Freitas T, Choupina C, Baptista A, Viana FL, Ribeiro I. Assessing oral reading fluency within and across grade levels: Development of equated test forms. Behav Res Methods 2022; 54:3043-3054. [PMID: 35169988 DOI: 10.3758/s13428-022-01806-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/26/2022] [Indexed: 12/16/2022]
Abstract
Deficits in oral reading fluency (ORF) impair reading comprehension and tend to persevere throughout schooling. Therefore, the assessment and monitoring of the students' performance in ORF across time should be routinely performed to guide the instruction and intervention. The goal of this work was to develop and validate a test of ORF for Portuguese students from grades 1 to 6 (TAF - Teste de Avaliação da Fluência) that includes specific test forms for each grade level with equated scores that allow comparison across multiple assessment points. In study 1 (N = 1166), the chained equipercentile equating method was performed to equate the test forms' scores horizontally and vertically. The tests of differences performed using the equated scores indicated that they were similar within the same grade level but increased significantly across grade levels. In study 2 (N = 549), reliability and validity evidence for the test forms was collected. Test-retest correlations were higher than .90, suggesting a high stability of the scores. Significant correlations between the TAF scores and the ones obtained in other reading tests, teachers' judgments, and school outcomes, were obtained, thus providing evidence of validity for the developed test forms. This instrument allows not only interindividual comparisons but also the assessment of intra-individual changes in ORF across time or as a result of intervention programs, while avoiding learning effects that arise when the same measure is administered multiple times.
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Affiliation(s)
- Bruna Rodrigues
- Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal.
| | - Irene Cadime
- Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
| | - Tânia Freitas
- Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
| | - Celda Choupina
- School of Higher Education, Polytechnic Institute of Porto (ESE-IPP) & Center of Linguistics of the University of Porto (CLUP), Porto, Portugal
| | - Adriana Baptista
- Media, Arts and Design Research Centre (uniMAD), School of Media Arts and Design (ESMAD), Polytechnic Institute of Porto (IPP) & Center of Linguistics of the University of Lisbon (CLUL), Lisbon, Portugal
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Kim S, Kang V, Kim H, Wang J, Gregori E. Online Literacy Instruction for Young Korean Dual Language Learners in General Education. JOURNAL OF BEHAVIORAL EDUCATION 2022; 32:1-25. [PMID: 35437343 PMCID: PMC9009161 DOI: 10.1007/s10864-022-09470-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/22/2022] [Indexed: 06/14/2023]
Abstract
English language development is a critical component for young children's school readiness. In this study, we examined the effect of Read it again-Pre-K! (Justice and McGinty in Read it again!-Prek: a preschool curriculum supplement to promote language and literacy foundations, Crane Center for Early Childhood Research and Policy, Columbus, 2013), a literacy curriculum designed to prepare young children's school readiness on the English literacy skills of Korean dual language learners in general education. Using a multiple probe design, eight 4- to 5-year-old Korean dual language learners (1 female, 7 males) received 1:1 online synchronous daily instruction over 2 months during the summer before entering their kindergarten programs. Through the intervention, all eight children demonstrated increases in the use of English vocabulary, story comprehension, and oral fluency. Post-intervention data on vocabulary and reading fluency through three standardized tests, Dynamic Indicators of Basic Early Literacy Skills, Peabody Picture Vocabulary Test, and Expressive Vocabulary Test, showed improvement over baseline for most children. Discussion and implications for future research were provided.
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Affiliation(s)
- Sunyoung Kim
- Department of Special Education, University of Illinois at Chicago, 1040 W Harrison St. M/C 147, Chicago, IL 60607 USA
| | - Veronica Kang
- Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, MD USA
| | - Hanae Kim
- Department of Special Education, University of Illinois at Chicago, 1040 W Harrison St. M/C 147, Chicago, IL 60607 USA
| | - Jing Wang
- Department of Special Education, University of Illinois at Chicago, 1040 W Harrison St. M/C 147, Chicago, IL 60607 USA
| | - Emily Gregori
- Department of Special Education, University of Illinois at Chicago, 1040 W Harrison St. M/C 147, Chicago, IL 60607 USA
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Liu D, Xu Z, Wang LC. The Interaction Between Morphological Awareness and Word Detection Skills in Predicting Speeded Passage Reading in Primary and Secondary School Chinese Readers. Front Psychol 2022; 13:802005. [PMID: 35310202 PMCID: PMC8927659 DOI: 10.3389/fpsyg.2022.802005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2021] [Accepted: 01/25/2022] [Indexed: 11/13/2022] Open
Abstract
Previous studies suggest that morphological awareness (MA) and word detection skills have facilitating roles in reading fluency; however, it is unknown whether they can interplay with each other in such roles. The present study explored the relationships of MA, word detection, and passage reading fluency across ages. In total, 180 Chinese primary and secondary school students, aged from 8.52 to 15.67 years, completed tasks for these aforementioned capacities. After controlling gender, non-verbal intelligence, and reading ability at the word level, the results showed that the participants with higher scores for MA or word detection performed better in passage reading fluency. However, the predictive effect of word detection on reading fluency became weaker as the children became older. The interaction between MA and word detection was positive in younger children, whereas this interaction tended to be negative for older children. The results demonstrated a dynamic interplay between MA and word detection in contributing to passage reading fluency in Chinese children. While it has a positive interaction with word detection on reading fluency in younger children, MA may become a compensator in older children (e.g., over 14 years old) whose word detection skills are less effective in facilitating fluent reading.
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Affiliation(s)
- Duo Liu
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
- *Correspondence: Duo Liu,
| | - Zhengye Xu
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Li-Chih Wang
- Department of Special Education, National Tsing Hua University, Hsinchu, Taiwan
- Li-Chih Wang,
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Fernandez AL, Arriondo GJ. Reading fluency as a measure of educational level. Dement Neuropsychol 2021; 15:361-365. [PMID: 34630924 PMCID: PMC8485638 DOI: 10.1590/1980-57642021dn15-030008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Accepted: 04/28/2021] [Indexed: 11/21/2022] Open
Abstract
Education exerts a powerful influence on the performance on neuropsychological tests. Recently, the number of years that a person attends school has been the preferred method to operationalize educational level (EL). However, reading fluency (RF) has emerged as an alternative method that can define the quality of education.
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Næss KAB, Nygaard E, Smith E. Occurrence of Reading Skills in a National Age Cohort of Norwegian Children with Down Syndrome: What Characterizes Those Who Develop Early Reading Skills? Brain Sci 2021; 11:527. [PMID: 33919232 PMCID: PMC8143097 DOI: 10.3390/brainsci11050527] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Revised: 04/13/2021] [Accepted: 04/16/2021] [Indexed: 11/18/2022] Open
Abstract
Children with Down syndrome are at risk of reading difficulties. Reading skills are crucial for social and academic development, and thus, understanding the nature of reading in this clinical group is important. This longitudinal study investigated the occurrence of reading skills in a Norwegian national age cohort of 43 children with Down syndrome from the beginning of first grade to third grade. Data were collected to determine which characteristics distinguished those who developed early reading skills from those who did not. The children's decoding skills, phonological awareness, nonverbal mental ability, vocabulary, verbal short-term memory, letter knowledge and rapid automatized naming (RAN) performance were measured annually. The results showed that 18.6% of the children developed early decoding skills by third grade. Prior to onset, children who developed decoding skills had a significantly superior vocabulary and letter knowledge than non-readers after controlling for nonverbal mental abilities. These findings indicate that early specific training that focuses on vocabulary and knowledge of words and letters may be particularly effective in promoting reading onset in children with Down syndrome.
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Affiliation(s)
- Kari-Anne B. Næss
- Department of Special Needs Education, University of Oslo, 0318 Oslo, Norway
| | - Egil Nygaard
- Department of Psychology, University of Oslo, 0317 Oslo, Norway;
| | - Elizabeth Smith
- School of Psychology, University of Cardiff, Cardiff CF10 3AS, UK;
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Malagoli C, Zanobini M, Chiorri C, Bigozzi L. Difficulty in Writing Perceived by University Students: A Comparison of Inaccurate Writers with and without Diagnostic Certification. CHILDREN-BASEL 2021; 8:children8020088. [PMID: 33513746 PMCID: PMC7911017 DOI: 10.3390/children8020088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/24/2020] [Revised: 01/19/2021] [Accepted: 01/21/2021] [Indexed: 11/16/2022]
Abstract
Research has shown that academic success is strongly associated with positive academic self-efficacy beliefs and that individuals with learning disabilities (LDs) usually report a lower perception of competence than their peers in most learning domains. The aim of this study was two-fold: (1) To compare the performance of inaccurate writers who were not diagnosed with an LD with that of students who were diagnosed with an LD, in order to identify which tasks were the most challenging for individuals with LDs, and (2) to investigate whether inaccurate writers with and without a diagnosis differ in terms of self-perceived difficulties. Two groups were selected from a total sample of 639 students attending seven Italian universities: The first group included 48 participants (24 females) with scores on writing tasks below the 5th percentile, and the second included 51 participants (24 females) who were diagnosed with an LD. The results showed that the two groups significantly differed in the articulatory suppression condition tasks, but not in the standard condition tasks. When groups were matched for performance on writing tasks, students who were diagnosed with an LD reported significantly more perceived difficulties than students without an LD. The implications of these results in terms of the self-efficacy beliefs of students with an LD are discussed.
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Affiliation(s)
- Chiara Malagoli
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy;
- Correspondence:
| | - Mirella Zanobini
- Department of Education Sciences (DISFOR), University of Genoa, C.so A. Podestà 2, 16128 Genova, Italy; (M.Z.); (C.C.)
| | - Carlo Chiorri
- Department of Education Sciences (DISFOR), University of Genoa, C.so A. Podestà 2, 16128 Genova, Italy; (M.Z.); (C.C.)
| | - Lucia Bigozzi
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy;
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Gentilini LKS, Andrade MEP, Basso FP, Salles JFD, Martins-Reis VDO, Alves LM. Development of an instrument for collective assessment of fluency and comprehension of reading in elementary school students II. Codas 2020; 32:e20190015. [PMID: 32130312 DOI: 10.1590/2317-1782/20192019015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2019] [Accepted: 05/30/2019] [Indexed: 11/22/2022] Open
Abstract
PURPOSE The study presents the process of developing of an instrument for collective evaluation of reading fluency and comprehension of secondary elementary school students in grades 6-9 and verifies the effect of schooling on performance in the instrument. METHODS 100 students regularly enrolled in grades 6-9 in secondary elementary public schools participated in the study. The construction of the instrument involved seven steps, with the participation of two judges. The instrument was composed of narrative text appropriate for secondary elementary school students and for 10 multiple choice questions, which five were literal questions and five were inferential questions. RESULTS The results showed a better performance for the participants with higher schooling in fluency and in reading comprehension. The reading fluency presented positive and moderate correlations with the reading comprehension. CONCLUSION The instrument is easy to apply and analyze, and can be used in clinical, educational and research context to measure the performance of students in grades 6-9 in fluency and reading comprehension.
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Yildiz M, Kanik Uysal P, Bilge H, Patricia Wolters A, Saka Y, Yildirim K, Rasinski T. Relationships between Turkish Eighth-Grade Students’ Oral Reading Efficacy, Reading Comprehension and Achievement Scores on a High-Stakes Achievement Test. READING PSYCHOLOGY 2019. [DOI: 10.1080/02702711.2018.1555363] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
| | | | | | | | - Yavuz Saka
- Bulent Ecevit University, Zonguldak, Turkey
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