Results 261 to 270 of about 181,764 (305)

Fluent contextual reading is associated with greater synchronization of the visual and auditory networks, fluent reading and better speed of processing in children with dyslexia

Cortex, 2023
The asynchrony theory of dyslexia postulates weaker visual (orthographical processing) and auditory (phonological processing) network synchrony in dyslexic readers. The weaker visual-auditory network synchronization is suggested to contribute to slow processing speed, which supports cognitive control, contributing to single-word reading difficulty and ...
Tzipi Horowitz-Kraus, Keri Rosch, Jenny Fotang, Stewart H. Mostofsky, Bradley L. Schlaggar, James Pekar, Nikolay Taran, Rola Farah   +7 more
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The Missing Ingredient: Fluent Oral Reading

The Elementary School Journal, 1981
The rising popularity of reading-skill management systems and criterion-referenced testing seems to be leading to fragmentation of developmental reading instruction. The mastery of isolated reading skills, which such programs emphasize, may not lead to fluent reading ability with comprehension.
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Is Fluent, Expressive Reading Important for High School Readers?

Journal of Adolescent & Adult Literacy, 2012
AbstractAlthough reading fluency has been identified as a critical element in successful literacy curricula for elementary students, fluency has been relatively neglected beyond the elementary grades. Prior research has shown that word recognition automaticity (one component of fluency) is strongly associated with overall reading proficiency among ...
David D. Paige, Timothy V. Rasinski, Theresa Magpuri‐Lavell   +2 more
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The relationship between comprehension and oral reading in progressive fluent aphasia

Neuropsychologia, 1994
The role played by comprehension in oral reading was investigated in three patients with progressive fluent aphasia. For patients J.L. and G.C., there was evidence of a deficit in semantic memory affecting both word production and comprehension. F.M., although equally anomic, had significantly better single-word comprehension than either J.L.
K S, Graham, J R, Hodges, K, Patterson
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Function words in the prosody of fluent reading

Journal of Research in Reading, 2006
This paper exposes how function words and their prosodic features play a part in learning and teaching to read in the early years. It sketches the place that function words have in the grammar of English and describes their phonological features, especially their weak stress and its role in the prosodic quality of sentences.
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FLUENT READING FROM PAST TO PRESENT

2015
In this research; views on the components, assessment, teaching and theoretical structure of fluent reading in the period from the early 20th Century to the present were presented in parallel with its process of development. It was discussed, in light of the literature, whether fluent reading is a skill based on simple repetition and explained by ...
KESKİN, H. Kağan, BAŞTUĞ, Muhammet
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Cognitive Development of Fluent Word Reading Does Not Qualitatively

British Journal of Educational Psychology, 2010
Although the transparency of a writing system is hypothesized to systematically influence the cognitive skills associated with reading development results of cross language investigations are inconsistent and usually do not address this issue in a developmental context We therefore investigated the cognitive dynamics of reading fluency of different ...
Vaessen, A.A., Bertrand, D., Tóth, D., Csépe, V., Faísca, L., Reis, A., Blomert, Leo   +6 more
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The Perception of Language Cohesion during Fluent Reading

1979
One of the significant distinguishing features between the performance of 74 eight-year-old fluent and non-fluent readers was the ability to integrate anaphoric relationships in reading continuous texts. This was demonstrated by using the semantic field of pronouns as an experimental variable.
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THE EFFECT OF STRUCTURED FLUENT READING METHOD ON THE FLUENT READING AND READING COMPREHENSION SKILLS OF THIRD GRADE PRIMARY SCHOOL STUDENTS

2015
Bu araştırma ile yapılandırılmış akıcı okuma yönteminin normal sınıflarda öğrenim gören ilkokul üçüncü sınıf öğrencilerinin akıcı okuma ile okuduğunu anlama becerileri üzerindeki etkisini belirlemek amaçlanmıştır. Araştırma yarı deneysel bir desende gerçekleştirilmiştir.
AKYOL, Mustafa, BAŞTUĞ, Muhammet
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Does age diminish the ability to learn fluent reading?

Educational Psychology Review, 1996
Adults may find it much more difficult to learn effortless reading than children. Evidence of this difficulty is seen in two different populations: (a) participants in developing-country literacy programs, who lacked access to schools as children; and (b) educated adults who become fluent in languages with scripts different than the scripts they ...
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