Abstract/Details

A Comparison of the Effects of Repeated Readings with and without Live Model Listening Preview on Reading Fluency and Comprehension for English Language Learners


2010 2010

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Abstract (summary)

Previous research has demonstrated the effectiveness of both repeated readings (RR) and listening previewing (LP), alone and in combination, to improve the reading performance of monolingual English speakers. Little research has examined these interventions for English Language Learners, however. Further, it is not yet established whether or not the addition of a live model improves the effects of RR for this population. An alternating treatment design with baseline was used to compare the effects of 2 interventions, RR with and without a live model preview, on the reading fluency and comprehension of practiced reading material for 5 third-grade, native Spanish speakers. Visual analysis revealed that adding a modeling component did not result in greater performance compared to RR alone for any of the participants. Assessments on unpracticed passages revealed generalized gains in reading fluency and/or comprehension for 3 of the 5 participants.

Keywords: Repeated Readings, model, preview, fluency, comprehension, English Language Learners, second language

Indexing (details)


Subject
English as a Second Language;
Reading comprehension;
Reading instruction;
Teaching methods;
Elementary education
Classification
0441: English as a Second Language
0535: Literacy
0535: Reading instruction
Identifier / keyword
Education; Comprehension; English language learners; Fluency; Model / preview; Reading comprehension; Repeated readings; Second language
Title
A Comparison of the Effects of Repeated Readings with and without Live Model Listening Preview on Reading Fluency and Comprehension for English Language Learners
Author
Berry, Laura
Number of pages
85
Publication year
2010
Degree date
2010
School code
0045
Source
DAI-A 72/03, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124425146
Advisor
Hawkins, Renee Oliver
Committee member
Collins, Roger; Graden, Janet Lee
University/institution
University of Cincinnati
Department
School Psychology
University location
United States -- Ohio
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3434920
ProQuest document ID
847948513
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/847948513
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