School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association · 2018
Investigating the benefit of adding listening passage preview to repeated readings.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Rogers Laura Sophia, Ardoin Scott Patrick
Аннотация
Repeated readings (RR) and listening passage preview (LPP) are commonly used reading fluency interventions. However, relatively little is known about the behavioral changes that occur in children's reading in response to these interventions and what reading behavior, if any, students engage in during LPP. As such, in the current study, 57 third-grade students were randomly assigned to either a RR or LPP + RR condition. Intervention effects were evaluated by measuring students' oral reading fluency and eye-movement (EM) behaviors. Results revealed similar outcomes across measures. Students in both conditions significantly increased their words read correctly per minute and decreased the number of errors made in reading, total fixation time, frequency of fixations, and percentage of words fixated. EM measures indicated students' reading improved particularly on low-frequency words because of a reduction in time spent on high-level text processing. Results have implications for the classroom as well as future EM research. (PsycINFO Database Record