The effects different awareness-raising techniques might have on language learners’ performance have been studied by many researchers. The present study specifically focused on improving EFL learners’ oral narrative task performance in terms of accuracy, fluency and complexity by awareness raising through semantic fields. The participants in the study included 40 intermediate learners whose ini...

In this article, the authors describe the use of curriculumbased measurement as a research-validated practice for monitoring student academic achievement and ultimately for improving students’ educational outcomes. The authors describe oral-reading fluency and maze fluency as assessment tools for monitoring student progress, evaluating instructional effectiveness, and aiding teachers with instr...

We describe an automated method to assess the expressiveness of children’s oral reading by measuring how well its prosodic contours correlate in pitch, intensity, pauses, and word reading times with adult narrations of the same sentences. We evaluate the method directly against a common rubric used to assess fluency by hand. We also compare it against manual and automated baselines by its abili...

Design of a screening test for identifying reading difficult students in Malayalam and validation thereof among boys is made to help schools proactively intervene with such students. A battery of tests developed based on extant literature on screening tests, reviewed difficulties in reading Malayalam, and discrimination power of the draft tests is used. 98 Reading Difficult and 327 Normal Reade...

While the role of task repetition has received much attention in task-based research, few studies have examined how exact affects performance child second language learners. Also, little is known about impact on trade-off effects between linguistic areas among To help fill this gap, we investigated 40 Chinese EFL learners’ oral production. The children repeated same story-telling three times, a...

This study sought to examine the effects of a teacher-designed, differentiated instructional model on the reading skills (i.e., fluency and vocabulary) of struggling third grade readers. Participants included eight struggling third grade students in the intervention classroom and a comparison group of eight struggling third grade students in a control classroom. Participants completed measures ...

This article presents critical issues related to word reading development within Ehri's theoretical context by focusing primarily on the relation of decoding skill (of nonwords) to word reading and the development of unitization. Within this context, issues and considerations related to research, measurement, and reading development are presented from research and field-based perspectives. Anal...