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The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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Impacto de variáveis cognitivo - linguísticas na compreensão da leitura ; Effect of cognitive - linguistic variables on reading comprehension
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Risk and resilience in beginning reading in New Zealand
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Abstract:
This thesis aimed to extend the knowledge base regarding children’s risk and resilience in reading acquisition during their early schooling. In New Zealand (NZ) and other English speaking countries, children typically start their schooling lives with large differences in their emergent literacy skills. To understand the developmental and educational implications of these skill differences, research is needed to establish methods for describing children’s developing skills. To this end, we undertook three separate studies investigating ways for describing children’s emergent literacy and progress in beginning reading. Study one investigated the tools that NZ new entrant teachers use to screen and monitor children’s oral language and emergent literacy skills. The results of this Qualtrics NZ-wide online survey indicated teachers use a variety of methods. These ranged from informal teacher-developed tasks to published measures, with instructional book level most commonly used to monitor children’s literacy progress. Furthermore, teachers indicated that they desired new tools that were NZ-specific, current, user-friendly, efficient to use, and focussed on both oral language and phonological awareness skills. Study two evaluated the usefulness of progress monitoring (i.e., repeated assessments) with a NZ sample of children in their first year of school. Children were assessed twice-weekly for eight weeks with two early literacy skill tasks (phonological awareness and grapheme-phoneme correspondence). Growth modelling indicated three distinct growth trajectories during this window (i.e., latent classes) for both tasks: typical, developing (i.e., started lower but then improved), and limited progress (i.e., started lower with little change). Furthermore, class membership differentiated children’s mid-year and year-end literacy skills, indicating predictive validity. These results support consideration of monitoring progress on early literacy skill development to aid in an earlier identification of children at risk of reading acquisition difficulties, prior to the traditional screening at age six in NZ. Study three modelled the contributions of school-entry literacy and early literacy trajectories to literacy progress at year-end. School-entry assessment comprised adult-child shared reading with embedded activities assessing a child’s oral language and emergent literacy skills (concurrent validity evaluated in Study 3a). To model early literacy trajectories (Study 3b), children were assessed on three fluency-based tasks (phonological awareness, grapheme-phoneme correspondence, and word identification), every fourth school week over their first six months of schooling (i.e., five sessions). Results indicated both direct and indirect contributions (via early literacy trajectories) of skills at school-entry to reading progress after one year of schooling. Overall, this thesis demonstrates that: (a) there is a desire for NZ-context, research-based, and current tools for use by new entrant teachers; and (b) skills at school entry and developmental growth during the first year of school are important considerations for early literacy researchers and practitioners. A potential practice implication is that using the right tools within a two-stage screening approach—school-entry screening augmented by monitoring children’s early skill acquisition progress—may help teachers identify those children at risk for reading acquisition difficulties within six months of school-entry in NZ. This combined approach could inform targeted instruction based on each child’s specific learning support needs.
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Keyword:
assessment; emergent/early literacy skills; first sound fluency; grapheme-phoneme correspondence; growth modelling; letter sound fluency; oral language; PELI®; phonological awareness; progress monitoring; reading acquisition risk; school-entry; two-stage screening; word identification fluency
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URL: http://hdl.handle.net/10523/12347
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Fluency: Deep Roots in Reading Instruction
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In: Education Sciences ; Volume 10 ; Issue 6 (2020)
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Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019
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In: Education Sciences ; Volume 10 ; Issue 3 (2020)
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Assessing TAGteach Methodology to Improve Oral Reading Fluency in English Learners
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In: Thesis Projects (2020)
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The Dynamic Cognitive Processes of Second Language Reading Fluency ...
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Impact of High Versus Low Preference Rewards on Oral Reading Fluency
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The Effect of Attention to Self-Regulation of Speech Sound Productions on Speech Fluency in Oral Reading
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In: Theses and Dissertations (2019)
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L2 reading fluency progression using timed reading and repeated oral reading
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Shimono, Torrin R.. - : University of Hawaii National Foreign Language Resource Center, 2018. : Center for Language & Technology, 2018
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Oral Reading Fluency and the Simple View of Reading for English Language Learners
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READING TO DOGS: EFFECTS ON STUDENT ORAL READING FLUENCY, COMPREHENSION, AND READING MOTIVATION
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EXAMINING THE EFFECTS OF MODE OF DELIVERY OF A READING FLUENCY INTERVENTION USING A RANDOMIZED EXPERIMENTAL ALTERNATIVE-TREATMENTS DESIGN
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In: Doctoral Dissertations (2017)
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An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment
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In: All Graduate Theses and Dissertations (2017)
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Exploring the Relationship Between the Use of a Selected Phonics Curriculum and the Oral Reading Fluency and Nonsense Word Fluency Scores of First-grade Students
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In: All Graduate Theses and Dissertations (2017)
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Using Reading CBM to Predict Performance on Smarter Balanced Assessment
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In: Theses, Dissertations and Capstones (2016)
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Effects of listening comprehension, word recognition, and oral reading fluency on reading comprehension in second-grade students
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Brief Experimental Analysis of Modeling Interventions for Oral Reading Fluency : Results From a Summer Program
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Repeated Reading in Readers Theatre for Developing Reading Fluency
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Development and Cross-language Transfer of Oral Reading Fluency using Longitudinal and Concurrent Predictors among Canadian French Immersion Primary-level Children
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