DOCSLIB.ORG

5. RHF Assumptions 041713A.Pptx

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
5. RHF Assumptions 041713A.Pptx Scholarship Policy Initiatives: The Case of the Common Core State Standards Elfrieda H. Hiebert TextProject & University of California, Santa Cruz Acknowledgments: ¡ Hiebert, E.H., & Van Sluys, K. (in press). Standard 10 of the Common Core State Standards: Examining three assumptions about text complexity. In K. Goodman, R.C. Calfee, & Y. Goodman (Eds.), Whose Knowledge Counts in Government Literacy Policies? New York, NY: Routledge. 2 Elfrieda H. Hiebert www.textproject.org Fundamental Premises ¡ An emphasis on increasing students’ capacity with increasingly more complex text across their school careers is one of the goals of reading instruction. Attention to this goal is long overdue. The students who most depend on schools for academic learning can and should be reading much more complex texts. ¡ AND….Whenever a new set of mandates is enacted quickly, especially when the scholarship for an area is scant (and the developers of the mandates do not have grounding in the existing scholarship), potential for misinterpretation can be great. 3 Elfrieda H. Hiebert www.textproject.org Three Assumptions on Text Complexity 1. Readability formulas provide sufficiently valid information to guide selections for instruction and assessment. 2. Text levels need to be accelerated at all levels to ensure college/career readiness. 3. Students at all levels can be rapidly stretched to read harder texts. 4 Elfrieda H. Hiebert www.textproject.org Assumption 1: Readability formulas provide sufficiently valid assessments of text complexity that they can be used as a guide for selections in instruction and assessment. ¡ “quantitative measures should identify the college- and career-ready reading level as one endpoint of the scale. MetaMetrics, for example, has realigned its Lexile ranges to match the Standards’ text complexity grade bands and has adjusted upward its trajectory of reading comprehension development through the grades to indicate that all students should be reading at the college and career readiness level by no later than the end of high school” (CCSS, Appendix A, page 8) 5 Elfrieda H. Hiebert www.textproject.org 2nd Grade 4th Grade 6th Grade 540L—640L 880L—900L 1050L + Kitten’s First K to 1 The Gift of the 9 to 10 The Bluest Eye 11 to Full Moon Magi CCCR The People 6 to 8 The Cask of 11 to To Kill a 9 to 10 Could Fly Amontillado CCCR Mockingbird The Joy Luck 9 to 10 M.C. Higgins, 4 to 5 Black Ships Before 6 to 8 Club the Great Troy: The Story of the Iliad. The Raft 2 to 3 The Killer 9 to 10 I Know Why the 9 to 10 Angels Caged Bird Sings Their Eyes Were 11 to My Father’s 2 to 3 Jane Eyre 11 to Watching God CCCR Dragon CCCR 6 Elfrieda H. Hiebert www.textproject.org 1st Supplement to the ELA Standards: 7 Elfrieda H. Hiebert www.textproject.org From Supplement: Correlation (Pearson’s r) of Text Assignment of Readability Systems and Grade Bands (2-3 grade level span) (from Nelson, Perfetti, Liben, & Liben (2012) 8 Elfrieda H. Hiebert www.textproject.org Existing Research (June 1, 2009—June 1, 2010) ¡ “In summary, readability formulas are useful as a first check on the difficulty and appropriateness of books. However, no formula gauges the clarity, coherence, or subject matter adequacy of books. Inevitably, overreliance on readability formulas by the schools and their misuse by the publishing industry has contributed to bad writing in schoolbooks.” (Becoming a Nation of Readers, Anderson, Hiebert, Scott, & Wilkinson, 1985, p. 65) 9 Elfrieda H. Hiebert www.textproject.org Chall et al.’s Qualitative Analysis of Text Difficulty: Narrative & Informational 1600 1400 1200 1000 800 600 400 200 0 1 2 3 4 5 to 6 7 to 8 9 to 10 11 to 12 13-15 16+ Narrative Informational 10 Elfrieda H. Hiebert www.textproject.org Recent Research Database consisted of 1,518 texts. § Texts were distributed across 4 Lexile groups, with genre (Narrative & Expository) distributed evenly § Texts were distributed across 4 lengths (50-200, 201-500, 500-1,000, 1001-2000) § Texts were obtained from 7 sources: assessment, beginning reading programs, core content, core reading, CCSS exemplars, literature, magazines § Syntax: .939 § Vocabulary (Mean Log Word Frequency): -.529 Hiebert, E.H. (November 28, 2012). Readability formulas and text complexity. Paper presented at the annual meeting of the Literacy Research Association, San Diego, CA. 11 Elfrieda H. Hiebert www.textproject.org Assumption 2: Text Levels need to be accelerated at every level of students’ school careers, including the primary grades ¡ K-12 reading texts have actually trended downward in difficulty in the last half century….quantitative measures should identify the college- and career-ready reading level as one endpoint of the scale. (CCSS, p. 8). 12 Elfrieda H. Hiebert www.textproject.org The CCSS Staircase of Text Complexity Hiebert, E.H. (October, 2010). Anchoring Text Difficulty for the 21st Century: A Comparison of the Exemplars from the National Assessment of Educational Assessment and the Common Core State 13 Elfrieda H. Hiebert Standards (Reading Research Report 10.02). Santa Cruz, CA: TextProject, Inc. www.textproject.org Existing Research (Hayes, Wolfer, & Wolfe, 1996) 70 60 50 40 G1 G2-3 30 G4-5 G6-8 20 10 0 1919-1945 1946-1962 1963-1991 14 Elfrieda H. Hiebert www.textproject.org Existing Research: Pushing down ¡ Over 6 years, Suggate, Schaughency and Reese (2008) assessed students who varied in school entry age (5 or 7 years). By ages 10 to 11, an initial advantage in reading skills associated with earlier SEA was no longer apparent. ¡ Suggate (2009) reanalyzed data from the reading portion of the 2006 Programme for International Student Achievement (PISA) study. Across 55 countries, controlling for social and economic differences, students’ SEA was not a significant predictor of countries’ mean reading achievement, but students in countries with an earlier SEA tended to have larger variance in reading achievement at age 15. 15 Elfrieda H. Hiebert www.textproject.org Recent research Spichtig, Hiebert, Pearson, & Radach, 2013 Mean comprehension-based silent reading rates: 2011 & 1965 2011 Mean 1960 Mean 300 250 Subvocalization Threshold 200 150 Range Speaking Improvement Words Per Minute Per Minute Words 100 50 2 3 4 5 6 7 8 9 10 11 12 Grade 16 Elfrieda H. Hiebert www.textproject.org Assumption 3: Students at all levels can be rapidly stretched to read substantially harder texts. “Students in the first year(s) of a given band are expected by the end of the year to read and comprehend proficiently within the band, with scaffolding as needed at the high end of the range. Students in the last year of a band are expected by the end of the year to read and comprehend independently and proficiently within the band” (CCSS, p. 10) 17 Elfrieda H. Hiebert www.textproject.org Existing Research Research on discrepancy in students’ reading proficiencies and text levels is complex and has not been reviewed thoroughly but here are some research findings: ¡ Students who texts with 95%+ accuracy spent 42% of their time reading, while students who read with less than 95% accuracy read 22% of the time (Gambrell, Wilson, & Gantt, 1981) ¡ Students benefited as much from practicing with instructional-level text (accuracy 90%–95%) as with independent-reading level text (accuracy around 98%) (Mathes & Fuchs, 1993) ¡ Students made strong rate gains in practice materials that they read with 90% accuracy (Shany & Biemiller, 1995) ¡ Students made strong rate gains in practice materials that they read with 90% accuracy but made smaller rate gains when reading texts with 75% accuracy (O’Connor, Bell, Harty, Larkin, Sackor, & Zigmond, 2002). ¡ Students reading texts at a difficulty level of 90%+ or 80-90% improved rate, word recognition, and comprehension (but not decoding or vocabulary) from students in untreated control. 18 Elfrieda H. Hiebert www.textproject.org Recent Research ALL At/Above Below 400L 76% 83% 67% 600L 61% 69% 51% 800L 55% 62% 46% At/above proficient students attained criterion levels through 600L level (mid-range of grade 2-3 band). Below- proficient students were within range on first-grade benchmark level but not on mid and end of second-third grade texts. (Mesmer & Hiebert, 2011a, 2011b) 19 Elfrieda H. Hiebert www.textproject.org Toward a Framework of Text Complexity (extending the conversation begun by Mesmer, Cunningham, and Hiebert (RRQ, 2012) ¡ Research similar to that done by Lesgold et al. and MacKinnon (1959): What is it that proficient second-grade readers know? Third grade readers? Fourth-grade readers? ¡ How much “grist” do students need to attain particular levels of reading proficiency? How much are students reading in classroom settings? ¡ The differences in the vocabulary of texts are fairly slight How do small differences in vocabulary (i.e., 1-3% differences in rare/hard vocabulary) make in students’ comprehension? 20 Elfrieda H. Hiebert www.textproject.org Recordings of past webinars are available at TextProject’s YouTube channel. 21 Elfrieda H. Hiebert www.textproject.org www.textproject.org 22 Elfrieda H. Hiebert www.textproject.org Questions & Queries: [email protected] .
Load more

Recommended publications
  • FAR Interpretive Report Sample
    Interpretive Report by Steven G. Feifer, DEd, Rebecca Gerhardstein Nader, PhD, and PAR Staff Client Information Client name: Sample Client Client ID : LD Test date : 05/12/2017 Date of birth : 11/10/2009 Age : 7:6 Grade/Education: 2nd Gender : Female Examiner : Dr Williams This report is intended for use by qualified professionals only and is not to be shared with the student or any other unqualified persons. Sample Client Page 1 Interpretive Report 05/12/2017 Overview of This Report The Feifer Assessment of Reading (FAR) is an individually administered measure of reading ability normed for students in prekindergarten through college. The FAR contains individual tests of reading skills which are combined to form a Phonological Index (PI), a Fluency Index (FI), and a Comprehension Index (CI). The subtests which compose the PI assess phonological processing and decoding skills of words in isolation as well as in context. The FI is comprised of subtests that assess visual perception and orthographic processing of letters and words, as well as fluidity in pronouncing phonologically-irregular words. The CI contains subtests designed to assess the underlying factors involved in deriving meaning from print. The Mixed Index (MI), calculated by combining the PI and the FI, assesses for deficits in both phonological processing and orthographic processing skills. The FAR Total Index (TI), calculated by combining the PI, FI, and CI subtests, provides the most comprehensive and reliable assessment of overall reading proficiency. Each index score is expressed as a grade-corrected standard score scaled to a mean of 100 and a standard deviation of 15.
    [Show full text]
  • Subvocalization – Toward Hearing the Inner Thoughts of Developers
    2011 19th IEEE International Conference on Program Comprehension Subvocalization – Toward Hearing the Inner Thoughts of Developers Chris Parnin College of Computing Georgia Institute of Technology Atlanta, Georgia USA [email protected] Abstract—Some of the most fascinating feats of cognition any significant effects hoping to be found when evaluating are never witnessed or heard by others, yet they occur daily a new tool. With instrumentation data, experimenters have in the minds of software developers practicing their craft. recorded actions, but little context and must substitute cog- Researchers have desperately tried to glimpse inside, but with limited tools, the view into a developer’s internal mental pro- nitive measures such as cognitive effort or memory retention cesses has been dim. One available tool, so far overlooked but with metrics such as ratio of document navigations to edits widely used, has demonstrated the ability to measure the phys- or frequency of revisiting a method. Talk-aloud protocols, iological correlates of cognition. When people perform complex like surveys, rely on self-reporting and require considerable tasks, sub-vocal utterances (electrical signals sent to the tongue, manual transcription and analysis that garner valuable but lips, or vocal cords) can be detected. This phenomenon has long intrigued researchers, some likening sub-vocal signals to indefinite and inconsistent insight. the conduits of our thoughts. Recently, researchers have even Within the past few decades, modern research disci- been able to decode these signals into words. In this paper, plines, such as psychology and cognitive neuroscience, have we explore the feasibility of using this approach and report collectively embraced methods that measure physiological our early results and experiences in recording electromyogram correlates of cognition as a standard practice.
    [Show full text]
  • The Readability of Reading Passages in Prescribed English Textbooks and Thai National English Tests
    THE READABILITY OF READING PASSAGES IN PRESCRIBED ENGLISH TEXTBOOKS AND THAI NATIONAL ENGLISH TESTS BY MISS THANAPORN SRISUNAKRUA A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN ENGLISH LANGUAGE TEACHING LANGUAGE INSTITUTE THAMMASAT UNIVERSITY ACADEMIC YEAR 2018 COPYRIGHT OF THAMMASAT UNIVERSITY Ref. code: 25615621320109NCD THE READABILITY OF READING PASSAGES IN PRESCRIBED ENGLISH TEXTBOOKS AND THAI NATIONAL ENGLISH TESTS BY MISS THANAPORN SRISUNAKRUA A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN ENGLISH LANGUAGE TEACHING LANGUAGE INSTITUTE THAMMASAT UNIVERSITY ACADEMIC YEAR 2018 COPYRIGHT OF THAMMASAT UNIVERSITY Ref. code: 25615621320109NCD (1) Thesis Title THE READABILITY OF READING PASSAGES IN PRESCRIBED ENGLISH TEXTBOOKS AND THAI NATIONAL ENGLISH TESTS Author Ms. Thanaporn Srisunakrua Degree Doctor of Philosophy Major Field/Faculty/University English Language Teaching Language institute Thammasat University Thesis Advisor Associate Professor Tipamas Chumworatayee, Ph. D. Academic Year 2018 ABSTRACT Readability has long been regarded as a significant aspect in English language teaching as it provides the overall picture of a text’s difficulty level, especially in the context of teaching and testing. Readability is a practical consideration when making decisions on materials to match a text with target readers’ proficiency. A suitable difficulty level will ensure that students receive the most benefit from the materials. However, few studies have compared the readability levels of teaching and testing materials in terms of the difficulty of passages. The present study, therefore, aims to explore the readability of reading passages in English textbooks and Thai national English tests based on three aspects: readability level, linguistic characteristics, and topic areas.
    [Show full text]
  • About This Program
    1 ABOUT THIS PROGRAM A child listens to a direction, a lecture, a conversation, or a story, yet does not completely understand what is heard. Bits and pieces are recalled-maybe the first thing that was said, maybe the last. At times, the information is remembered, but misconstrued.Inc. The speech sig~ nal may not have been heard clearly. Perhaps the temporal concepts are confusing to the child. The child's reading, spelling, and writing skills may be weak. After a while, the child may "tune out" when people are talking. These are the hallmark behaviors of a child with an auditory processing disorder. While the evaluation process affords the clinician the opportunityPRO-ED, to quantify the child's present level of performance on a variety of standardized tasks, it also should provide the cli~ nician a window into how the child is approaching auditoryby tasks. After studying available re~ search and years of carefully comparing the testing behaviors of children with above average L auditory skills with those of children scoring poorly on auditory tests, I have compiled a list of behavioral differences in the way these two groups of children approach challenging auditory l testing tasks (see Table 1). Examples of challengingmaterial listening tasks include following complex oral directions and listening to orally presented passages and then answering comprehension L questions. As noted in Table 1, children with good auditory processing skills seem to naturally use strategies such as controlling their body, paraphrasing, subvocalizing, visualizing, and request~ l ing clarification during demanding auditory tasks, whereas children with poor auditory processing skills often docopyrighted not.
    [Show full text]
  • The Effectiveness of Using Inner Speech and Communicative Speech in Reading Literacy Development: a Synthesis of Research
    International Journal of Social Science and Humanity, Vol. 5, No. 8, August 2015 The Effectiveness of Using Inner Speech and Communicative Speech in Reading Literacy Development: A Synthesis of Research Yuan-Hsuan Lee rehearsal, and gave examples that suggest inner speech can Abstract—This paper provides a theoretical understanding of improve reading ability. inner speech and communicative speech and their impact on the process of reading literacy. The aim of this paper is to probe into questions, such as what the characteristics of inner speech II. THEORETICAL FRAMEWORK are, what the relationship between inner speech and subvocalization is, what inner speech can do to help reading, and what technology can do to help practice of inner speech and A. Huey’s Inner Speech literacy development. Review of literature has suggested that (1) Huey held that inner speech is part of the ordinary reading inner speech are abbreviated form of easily stored meaning [5]. Huey conducted experiments in which unrelated words units; (2) inner speech as a form of subvocal rehearsal can were exposed four seconds each and the readers are required retrieve information in the working memory and help solve to state what they saw [5]. He found that "the inner reading problems; (3) inner speech is a mechanism that put chunks of text into compact meaning units and that elicits pronunciation of these words and of the suggested phrases meanings when reading cognition becomes problematic; (4) constituted much of the most prominent part of the reader's technology can help literacy development but more emphasis consciousness of them." (p.
    [Show full text]
  • Reading: a Study Guide
    t DOCUMENT RESUME ED 075 811 CS 000 534 AUTHOR Laughter, Mabel Y. TITLE Introduction to Reading: A Study Guide. PUB DATE 72 NOTE 349p.; Unpublished study t EDRS PRICE MF-$0.65 HC-$13.16 DESCRIPTORS *Annotated Bibliographies; College Students; Content t Reading; Developmental Reading; Grouping (Instructional Purposes); *Literature Reviews; *Reading; Reading Development; *Reading Itruction; Reading Materials; Reading Processes; Rea( tig Research; Reading Skills; *Reference Materials; Remedial Reading; Teacher Education ABSTRACT Intended as an aid to college students in reading, this reference guide is composed of eight major topics for the study of reading instruction: overview of the reading process, prerequisites for success in reading, development of reading power and efficiency, reading in the content fields, grouping for instruction, teaching methodology and materials, appraisal of reading development, and readers with special needs. An additional category is provided for those research summaries and bibliographies which apply to reading instruction in general. Each major topic is subdivided into its component elements with further division when necessary for, understanding. TI" reference entries for each subtopic are catalogued according to the type of literature available--reviews and summaries of research and bibliographies, research studies, and theoretical discussions. A bibliographic author index is also included in the documeAt. (Author /TO) U 5 OEPARTMENT OF HEALTH EOU:ATION WELF ARE NATIONAL INSTITUTE OF EOUCATION DOCQh.+E%- AS BEEN REPRO D.JCE0 EXAC'LY A$ ECE ivED .ROM ,HE PEPSON OPGAN,ZA.ON OR.GtN T pC,,T,T$OF OPiN ON5 40-NECESSAR,LY REPRE STATED DO OF SENT OF F,C,AL NATIONAL EOJCATiON POST.O% ORPO,;C, FILMED FROM BEST AVAILABLE COPY INTRODUCTION TO READING: A STUDY GUIDE Mabel Y.
    [Show full text]
  • Republic of Turkey Çanakkale Onsekiz Mart University Institute of Social Sciences Department of English Language Teaching an I
    REPUBLIC OF TURKEY ÇANAKKALE ONSEKİZ MART UNIVERSITY INSTITUTE OF SOCIAL SCIENCES DEPARTMENT OF ENGLISH LANGUAGE TEACHING AN INVESTIGATION INTO THE IMPACT OF CULTURAL SCHEMA AND READING ACTIVITIES ON READING COMPREHENSION MA THESIS Supervisor Asst. Prof. Dr. İsmail Hakkı ERTEN Submitted by Salim RAZI Çanakkale-2004 Sosyal Bilimler Enstitüsü Müdürlüğüne Salim RAZI’ya ait ‘An investigation into the impact of cultural schema and reading activities on reading comprehension’ Adlı çalışma, jürimiz tarafından Yabancı Diller Eğitimi Anabilim Dalı İngilizce Öğretmenliği Programında YÜKSEK LİSANS TEZİ olarak kabul edilmiştir. Başkan Doç. Dr. Dinçay KÖKSAL Akademik Ünvanı, Adı Soyadı Üye Yrd. Doç. Dr. İsmail Hakkı ERTEN Akademik Ünvanı, Adı Soyadı (Danışman) Üye Yrd. Doç. Dr. Mehmet Ali YAVUZ Akademik Ünvanı, Adı Soyadı Üye Yrd. Doç. Dr. Hidayet TUNCAY Akademik Ünvanı, Adı Soyadı Üye Yrd. Doç. Dr. Ece ZEHİR TOPKAYA Akademik Ünvanı, Adı Soyadı i ABSTRACT This study was carried out to investigate the influence of cultural schema and reading activities on reading comprehension. The impact of cultural schema was tested nativizing short stories to make them culturally more familiar. The study was carried out at Çanakkale Onsekiz Mart University with 3rd grade students at the department of English Language Teaching through a 2X2 true- experimental research design where the participants were homogenously placed in different groups according to their Grade Point Averages (GPAs). The first group were given the original short story while the second group were given the nativized (Turkified) one. To find out the effect of reading activities on the comprehension of nativized and original short stories, the third group read the original short story with reading activities while the fourth group read the nativized short story with the same reading activities.
    [Show full text]
  • Reading and Assistive Technology: Why the Reader's Profile Matters
    Reading and Assistive Technology: Why the Reader’s Profile Matters by Karen Erickson ssistive technology (AT) can take many forms; however, as dyslexia is limited, and research to guide the selection of spe- Aa support for reading, electronic text is a core feature of AT. cific supports to meet individual student needs is even more Anderson-Inman and Horney offer a typology that describes limited. Yet, understanding the possible impact of AT on the the types of resources that can be used to vary the supportive- reading skills of students with dyslexia requires that we move ness of electronic text (Anderson-Inman & Horney, 1998; beyond questions regarding the use of AT generally or electron- Horney & Anderson-Inman, 1999). The typology focuses on ic texts specifically and focus on the impact that AT supports the function that each of the resources plays in the supported have on students with varying profiles of strength and weakness reading process (e.g., translational, explanatory, and illustra- in reading. tive) and is intended to serve as a conceptual framework that guides the selection of appropriate AT for students who struggle AT, Reading, and Dyslexia with reading. Table 1 shows a recent version of this typology as It is well understood that dyslexia is a specific learning dis- presented by Anderson-Inman and Horney (2007). ability that is neurological in origin and characterized by While the typography does fairly represent the range of sup- difficulties with accurate and fluent word recognition and ports that are possible given today’s technologies, there is little decoding abilities. AT, specifically text-to-speech with elec- research to guide its use with students with dyslexia.
    [Show full text]
  • Subvocalization in Reading L1japanese Texts and L2 English Texts
    Subvocalization in Reading L1Japanese Texts and L2 English Texts Takue OHNO ([email protected]) Jun-ichi ABE ([email protected]) Department of Psychology, Hokkaido University N10 W7, Kita-ku, Sapporo, 060-0810, JAPAN ‘Subvocalization’ means a subjective experience that is felt Discussion while reading silently by a reader as if he/she were hearing a The results suggested that both in L1 Japanese and L2 voice reading the text inside his/her head. As this English readings, subvocalization occurred, but that its psychological phenomenon is difficult to verify directly, degree in two languages could be different, implying that many of the studies start with the assumption that subvocalization would not necessarily occur in L2 English subvocalization does occur in reading, and then, by giving reading compared to L1Japanese reading. concurrent articulatory suppression tasks, they try to examine its occurrence (e.g. Levy, 1977). Following the Experiment 2 same line, this study aimed at reexamining psychological Method reality of subvocalization in reading. Moreover, this was Participants. Sixty-five Japanese high school students done with a comparison between L1 Japanese reading and aged 16 to 17 participated. L2 English reading, the latter of which will not be Materials. 12 Japanese texts and 12 English texts, and developed with as much phonological necessity as the their tests were newly prepared. The concept of the former. Two experiments were conducted, with the second materials was the same as in Experiment 1, but two more one modified, considering the participants’ tiredness and the texts and tests in each language were added for checking cognitive load on a part of the task in the first one.
    [Show full text]
  • Adult ESL Oral Reading Fluency and Silent Reading Comprehension Kristin Lems National Louis University
    National Louis University Digital Commons@NLU Dissertations 12-2003 Adult ESL Oral Reading Fluency and Silent Reading Comprehension Kristin Lems National Louis University Follow this and additional works at: https://digitalcommons.nl.edu/diss Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Higher Education and Teaching Commons, and the Other Teacher Education and Professional Development Commons Recommended Citation Lems, Kristin, "Adult ESL Oral Reading Fluency and Silent Reading Comprehension" (2003). Dissertations. 132. https://digitalcommons.nl.edu/diss/132 This Dissertation - Public Access is brought to you for free and open access by Digital Commons@NLU. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons@NLU. For more information, please contact [email protected]. ADULT ESL ORAL READING FLUENCY AND SILENT READING COMPREHENSION Kristin Lems Reading and Language Doctoral Program Submitted in partial fulfillment of the requirements of Doctor of Education in the Foster G. McGaw Graduate School National-Louis University August, 2003 Note: transfer of the files resulted in some repagination which could not be fully corrected in the table of contents ADULT ESL ORAL READING FLUENCY AND SILENT READING COMPREHENSION © 2004 Kristin Lems Abstract A descriptive study of second language adults studying ESL at the beginning, intermediate, and advanced levels in a post-secondary academic program revealed that their oral reading fluency had a significant, low-to-moderate correlation with scores on a measure of silent reading comprehension. The correlation was slightly stronger for measures of accuracy than speed, and strongest for miscue ratio. The correlation increased as proficiency level increased.
    [Show full text]
  • The Principles of Readability
    The Principles of Readability By William H. DuBay Impact Information, 126 E. 18th Street, #C204, Costa Mesa, CA 92627, (949) 631-3309 Copyright The Principles of Readability 25 August 2004 2004 William H. DuBay. All Rights Reserved. Abstract The Principles of Readability gives a short history of literacy studies in the U.S. and a short history of research in readability and the readability formulas. Readers' Comments Please send all comments and suggestions regarding this document to: William DuBay Impact Information 126 E. 18th Street, #C204 Costa Mesa, CA 92627 Phone: (949) 631-3309 Email: [email protected] Website: http://www.impact-information.com Copyright © 2004 William H. DuBay Page ii Contents Introduction ..........................................................................................................1 Guidelines For Readability..........................................................................2 The readability formulas..............................................................................2 Are the readability formulas a problem? .....................................................2 What is readability?.....................................................................................3 Content ........................................................................................................3 The Adult Literacy Studies...................................................................................4 Grading the reading skills of students..........................................................4
    [Show full text]
  • Exploring a Model of Reading Proficiency. 24P
    DOCUMENT RESUME ED 400 508 CS 012 618 AUTHOR Bloodgood, Janet W. TITLE Exploring a Model of Reading Proficiency. PUB DATE Nov 95 NOTE 24p.; Paper presented at the Annual Meeting of the National Reading Conference (New Orleans, LA, November 29-December 2, 1995). PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) (120) Reports Research/Technical (143) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS *Beginning Reading; Elementary Education; *Emergent Literacy; Language Acquisition; Models; Prior Learning; *Reading Ability; Reading Comprehension; *Reading Processes IDENTIFIERS Text Factors ABSTRACT In attempts to understand the process of literacy acquisition, many researchers have devised models of reading. The basic elements of most reading acquisition models include word, or print knowledge and comprehension. The inadequacy and global nature of the conversational model of language proficiency provide impetus for C.E. Snow's development of a multidimensional model. Logical parallels exist between Snow's model of oral language proficiency and a model for reading acquisition and proficiency. Word knowledge takes the place of Snow's information load dimension, background knowledge retains much the same meaning and import, while "support" is substituted for the audience parameter, and "voice" serves as the fourth dimension. The word knowledge component consists of decoding, automaticity, and vocabulary, and there are at least two factors at work within the realm of background knowledge--reader experience and text factors. The support dimension encompasses an interaction of three factors--reader, text, and instructor. Voice, the fourth dimension, consists of self awareness and a transition from self to other. There is considerable interaction among the factors in this model, and in many cases, reciprocal relationships are apparent.
    [Show full text]