...Introduction Reading fluency is a crucial part of an emergent literacy program. Most educators regard the ability to read accurately, automatically, and expressively to be what distinguishes proficient readers from struggling readers (Honig, Diamond, and Gutlohn, 2013). The three elements of fluency are accuracy, rate, and prosody. Fluency is connected to two other critical components of reading: decoding and comprehension. A fluent reader is able to recognize words automatically, read them smoothly and expressively, and simultaneously comprehending the meaning of the text. The slow, abrupt, and expressionless reading of beginning readers or older struggling readers negatively affects comprehension, confidence levels, and...
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...The two articles I choose to read and write about are “Covert Stuttering: Coming out of the Stuttering Closet” and “Stuttering and Sleep: Some Speculation”. I choose these two articles because I found them to be very interesting and insightful. Reading the two articles gave me a lot of informative information about stuttering and how it affects everyday life. I learned how certain lifestyle habits can affect a person who stutters and how stutterers have developed skilled techniques to hide the fact that they stutter. This paper will explain what I read and how it will help me conduct the clinical process with people who stutter. The first article that I will discuss is “Stuttering and Sleep: Some Speculation” by Sandra Melo. It has been researched that stuttering became worse after several nights of poor sleeping. In a single day, the brain processes more information than you can possible imagine. We rely on our brain to actively interpret and manage every piece of information our body is in contact with. When we sleep, the brain gets to rest, recharge and get ready for the next day of activities, thinking, processing, analyzing and more. That is why the amount of sleep we get is crucial if we want to efficiently function during the day. Sleep deprivation affects a person’s speech. It has been a general observance that individuals who lack sleep tend to stutter and slur. Vocabulary becomes limited and the tone of the voice is lowered. When conducting speech therapy with...
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...Dexter Mickens HCA500 Research Paper Introduction In the world today many of the medical issues that exist are met through the implementation of the Health Care System. This research paper will explore the topic of stuttering and its influence on individuals, and also how Health Care affects those with this speech disorder. “Stuttering is a communication disorder in which individuals have involuntary disruption to the fluency of their speech”. Research Problem/Statement The goal of this research paper is to gain insight as to both the causes and possible treatments for speech disorders like stuttering. Also to determine how other individuals who may speak other languages may be influenced by speech disorders. The research that will be conducted will also analyze the social side effects of stuttering like bullying and social anxiety. Literature Review The literature review that was conducted by utilizing the several databases and journal articles found through Kings College EBSO Host database along with other full text databases. Stuttering is a speech disorder that usually is noticed when an individual is still a child. Signs of stuttering in most individuals tend to disappear as the individual ages. Stuttering “occurs most often in children between the ages of 2 and 5… Most children outgrow stuttering. About 1 percent or less of adults stutters”. Stuttering usually develops while an individual is learning to develop their language skills, but can also develop through...
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...University of South Florida Scholar Commons Graduate School Theses and Dissertations Graduate School 6-1-2010 Effects of reading comprehension and fluency abilities on the N400 event-related potential Annie Hirt Nelson University of South Florida Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons Scholar Commons Citation Nelson, Annie Hirt, "Effects of reading comprehension and fluency abilities on the N400 event-related potential" (2010). Graduate School Theses and Dissertations. http://scholarcommons.usf.edu/etd/1721 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate School Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact scholarcommons@usf.edu. Effects of Reading Comprehension and Fluency Abilities on the N400 Event-Related Potential by Annie Hirt Nelson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Childhood Education and Literacy Studies College of Education University of South Florida Major Professor: Mary Lou Morton, Ph.D. Jacqueline Hinckley, Ph.D. Jim King, Ed.D. Richard Marshall, Ph.D. Date of Approval: July 1, 2010 Keywords: syntax, semantics, ERP, N400, sentence structure, children, indexical hypothesis Copyright © 2010, Annie Hirt Nelson ...
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...weaknesses in his reading especially with fluency and comprehension. I had no idea that I was eventually going to be tutoring him. As it turned out, my cooperative teacher wanted me to work with this student. Originally, my cooperative teacher wanted me to work with another one of her students but, she later changed her mind on account of, the original student is frequently absent and spends a great deal of time making up assignments. Additionally, my cooperative teacher provided me with valuable background information on my student. Furthermore, through the background information that I was provided I learned that my student occasionally has a difficult time concentrating on his work. His AR level is 2.6-3.6. He is particularly eager to learn, but he frequently rushes through the class assignments. My cooperative teacher has also informed me that Alex is a part of the Jubilee program and he also receives support and intervention from the...
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...literacy instruction through a variety of approaches leads to successful readers. The goal of each lesson is to increase student’s literacy success while supporting their literacy needs. To help support third grade literacy skills a teacher can use several, if not all, of the instructional procedures shared in Literacy for the 21st Century: A Balanced Approach by Gail E. Tompkins, 2014. Annotated and Abbreviated List of Tompkins’ Literacy Instructional Procedures [All entries have been adapted from Tompkins (2014) Literacy for the 21st Century: A Balanced Approach (6th ed.). Boston: Pearson with the intent of applying the procedures in a third grade classroom] Guided Reading Uses: Explicit Instruction Purpose: To support students with decoding and reading comprehension learn reading strategies and become independent readers. Overview:...
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...and have consistently performed below par in assessments in reading. Student A is a 9 year old male Hispanic who reads at the first grade level. Student B is a 9 year old African American male who presently reads at the second grade level. Student C is a 9 year Hispanic female who reads at the second grade level. Student D is a biracial (Hispanic and African American) who reads at the second grade level. All of these students receive free lunch and have satisfactory attendance. They do not have an IEP and none of them are English Language learners even though the Hispanic students are bilingual. These four students were chosen because it was noticed that even though they were just reading at one level below their reading level, they exhibit a great lack in comprehension skills. Their reading could also be described as non-fluent. Their reading is slow, choppy, and uninspired. There are also a lot of miscues, insertions, omissions and repetitions of known sight words. After readings like this they fail to answer or answer satisfactorily comprehension questions based on the readings. Samuels (1974), believes this happens because too much of their cognitive resources are used up in trying to read the words that there is little brain capacity left to comprehend the text. The trend continues and manifests itself in their poor performance on language arts tests and reading benchmarks. There was concern because the reading employed by the district focuses on teaching comprehension...
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...“Intensive Word Study and Repeated Reading Improves Reading Skills for Two Students with Learning Disabilities” Summary According to the National Institute of Child Health and Human Development (NICHD), repeated oral reading improves comprehension, as well as reading fluency and word recognition when used in a reading program. The National Reading Panel also reports that these three factors; comprehension, fluency, and vocabulary are important factors for making meaning. The article focuses on the use of word study to help build vocabulary and fluency. The author, reading specialist; Deborah Staudt, describes how she improved the reading skills of her learning disabled students in a south- central school in Pennsylvania by integrating word study with timed repeated reading. Since her students struggled with fluency, fluency was the main goal in addition to comprehension and word recognition. Students were encouraged to set goals for themselves when tracking their reading time. This practice was used to help motivate students and build their automaticity. The author states that students are more likely to forget words more so if they are unable to automatically recognize and read words on their instructional level. Staudt describes how she began her program with the introduction of weekly poems. She recorded the time it took her students to read their poem each day. She also used previously learned poems for practice and to build their fluency. The poems were used as a tool...
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...April 2018 PALS for Students with Dyslexia to Improve Fluency Dyslexia, a language-based learning disability, effects about 70-80% of students, which works out to be about one student in every classroom (Moats & Tolman, 2017, p. 1). Among these students, is John, a student in my classroom with Dyslexia. John shows difficulties in certain areas of reading and is behind his classmates in his reading abilities. John, in particular, shows his difficulties in areas of fluency, decoding, and comprehension. John’s difficulties affect one another. His poor ability to decode words affects his fluency which then affects his comprehension skills. For example, the other day when John was reading aloud to...
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...Elma Campos Grand Canyon University: EDU 260 August 10, 2012 Table of Contents Reading Comprehension Chapter 1 Pages 1-3 Phonics Chapter 2 Pages 4-6 Phonemic Awareness Chapter 3 Pages 7-8 Fluency Chapter 4 Pages 9-10 Vocabulary Chapter 5 Pages 11-13 References Chapter 6 Pages 14-15 Chapter 1 Reading Comprehension Reading Comprehension is the ability to understand what you are reading (Lesley University, 2007). t O help students understand what they are learning, they need to be encouraged to read at home as well as in the classroom. Reading Comprehension comes from prolonged exposure to reading, but it can be easily adapted and understood if a child is encouraged to discuss what they are reading. While reading, children should ask questions, make predictions, and formulate an opinion while they are reading (Lesley University). This is important for student advancement, as it keeps your child’s brain active while they are reading, and it reminds them to pay attention to the text and the context within the words. Sir Richard Steele- “Reading is to the mind as exercise is to the body.” How to Teach Your Child Reading Comprehension Every parent should read with their child for at least 10 minutes each night. Take a small amount of time to read with your child before going to be, but be sure they understand what they are reading! Here’s How!!! WHAT YOU NEED!!! Paper and Pencil It’s easy!!! 1. Have your child...
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...Critical ideas behind the Level Literacy Intervention system is that children benefit from having experiences with texts that they can read without difficulty, and be introducing challenging book at their instructional level. The Level Literacy Intervention System (LLI) provides struggling readers the kinds of learning experiences alternating between leveled and challenging texts. Using the more accessible books builds fluency which builds self-esteem and confidence. Using the more challenging passages are scaffold to, and with the help of the teacher, it enables the student an opportunity to gain higher level reading skills. The LLI materials are presented in a sequence so that the teacher can emphasize specific skills while reviewing other...
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...conclude where his weaknesses were in reading and develop a four week action plan that would help him to get on the right track to achieving his academic goals in reading. The components that needed to be addressed were: phonemic awareness, word study and fluency, vocabulary, and comprehension. The action plan will include all learning goals, informative assessments and summative assessments. Action Plan for Teacher Intervention Learning Goals Activities Informal Assessments Summative Assessments Phonemic Awareness -Learn beginning and ending of Phonemes in words -Decode words in context and in isolation by applying common letter-sound correspondences -Combine sounds from letters and common spelling patterns -Use common syllabication patterns to decode words Use objects to have student identify beginning and ending sounds of words Use chanting or claps to identify word sounds of objects Play a signal game with a group and give separate signals for the beginning and ending sounds when they hear it Use index cards to help the student visualize and hear the beginning and ending sounds of words Student can be assessed during classroom activities Participation is key to this assessment (orally and in writing) Student will be assessed using a worksheet the complete individually away from the group to see if they are able to identify phonemes Word Study And Fluency -Read aloud grade-level appropriate text with fluency, rate, accuracy, expression, and...
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...to improve reading fluency is repeated readings. * Repeated reading intervention includes that the student needs to read the same passage several times during each session; with this intervention student try to increase the number of words per minute. * This intervention has been proved that can increase oral reading rate, accuracy and comprehension for students in elementary, middle and high school, with and without disabilities. * Researchers have been used repeated reading combined with vocabulary instruction and error correction and the results were that students demonstrated significant increasing in comprehension performance....
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...The course Reading and Writing across the curriculum was expectedly an eye opener for me. As per usual with courses taught by Dr. Saul and Mrs. Rock, I expected to be involved in activities which showed the importance of reading and writing across all subject matter in the curriculum. My first thoughts of reading and writing were that it was linked exclusively to Language Arts but this course has shown the importance of reading and writing throughout the curriculum. The first topic that intrigued me was Chall’s Stages of Reading Development. These six (6) stages show step by step the process of reading development a child undertakes straight up to adulthood. By having an understanding of these stages and the characteristics that children portray in each, a teacher can effectively cater to the needs of the children. For example, in the first stage, the Pre-Reading Stage, aged six (6) months to (6) years, children garner information via being read to by an adult, who responds to and warmly appreciates the child’s interest in books and reading and via play with books, pencils, paper and blocks. This stage creates a foundation for reading and writing as children identify letters and understand words they hear even though they can read few if any at all. Teachers or adults can let children choose books of interest and read them to them consistently to aid in retention of knowledge. Knowledge of Chall’s Stages of Reading Development is also immensely useful when dealing with children...
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...Fluency Classroom Strategies Fluency is one of the major components of the literacy foundations because it provides a correspondence between word recognition and comprehension. In the field of education, there are various strategies that help students improve fluency while reading. Depending on the approach a teacher decides to use for teaching fluency, the methods, materials, and instruction time may vary depending the students. As a teacher it is important to provide students with as many opportunities to read as possible. Therefore, a teacher must have the ability to determine what students should be reading and provide time for reading aloud. Regardless of the approach one pursues, oral reading, choral reading, and audio-assisted reading...
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