Results 41 to 50 of about 1,510,073 (320)

Do Reading and Arithmetic Fluency Share the Same Cognitive Base?

open access: yesFrontiers in Psychology, 2021
We examined the role of different cognitive-linguistic skills in reading and arithmetic fluency, and whether the effects of these skills are mediated by reading and arithmetic accuracy. One hundred twenty-six English-speaking Grade 1 children (67 females,
George K. Georgiou   +2 more
doaj   +1 more source

Positive Connection of Extensive Reading and Writing Fluency in EFL Learning

open access: yesLET: Linguistics, Literature and English Teaching Journal, 2020
Extensive reading and writing fluency in language learning get connected to each other. The benefits include gains in reading and writing competence and skills. However, how far they get connected in EFL learning has not been discussed so far.
Nor Fitriansyah, M. Zaini Miftah
doaj   +1 more source

The Interaction Between Morphological Awareness and Word Detection Skills in Predicting Speeded Passage Reading in Primary and Secondary School Chinese Readers

open access: yesFrontiers in Psychology, 2022
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
Duo Liu, Zhengye Xu, Li-Chih Wang
doaj   +1 more source

The Relative Effects of Instruction Linking Word Reading and Word Meaning Compared to Word Reading Instruction Alone on the Accuracy, Fluency, and Word Meaning Knowledge of 4th-5th Grade Students With Dyslexia

open access: yesScientific Studies of Reading, 2021
This within-subjects experimental study investigated the relative effects of word reading and word meaning instruction (WR+WM) compared to word-reading instruction alone (WR) on the accuracy, fluency, and word meaning knowledge of 4th-5th graders with ...
Christy R. Austin   +4 more
semanticscholar   +1 more source

Face-to-Face Versus Remote: Effects of an Intervention in Reading Fluency During COVID-19 Pandemic

open access: yesFrontiers in Education, 2022
Fluency is a central skill for successful reading. Research has provided evidence that systematic reading fluency interventions can be effective. However, research is scarce on the effects of interventions delivered remotely versus face-to-face.
Joana Cruz   +4 more
doaj   +1 more source

Trends in research on reciprocal teaching: a systematic review

open access: yesCogent Education
With the rapid development of society, choosing an effective reading comprehension teaching method for the classroom has become a crucial factor in the professional growth of teachers and educational institutions.
Tuyet Linh Vuong, János Steklács
doaj   +1 more source

Text-fading based training leads to transfer effects on children’s sentence reading fluency

open access: yesFrontiers in Psychology, 2015
Previous studies used a text-fading procedure as a training tool with the goal to increase silent reading fluency (i.e., proficient reading rate and comprehension).
Telse eNagler   +14 more
doaj   +1 more source

Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School

open access: yesEducation Sciences, 2020
The present exploratory study examined the effect of the implementation of a reading fluency instruction protocol on the reading performance of early first grade students in an urban school.
Timothy V. Rasinski   +6 more
doaj   +1 more source

Increasing Reading Fluency in Young Adult Readers Using Audiobooks

open access: yesCLELEjournal, 2020
Britta Padberg-Schmitt investigates ways in which the reading process and reading fluency in foreign language learners can be facilitated with the support of audiobooks.
Britta Padberg-Schmitt
doaj  

Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity

open access: yes, 2018
The present study examined gender gap in Program for International Student Assessment (PISA) Reading and mediators of the gender gap in a Finnish sample (n = 1,309). We examined whether the gender gap in PISA Reading performance can be understood via the
Minna Torppa   +4 more
semanticscholar   +1 more source

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