Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 15-16).

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 35-39).

There is a shift from learning to read towards reading to learn beginning in the fourth grade. This project focuses on the use of read alouds to teach concepts such as inference, generalization, and drawing conclusions to increase reading comprehension in fourth graders.

LD2668 .T4 1947 G68 / Master of Science

Doctor of Education / Department of Special Education, Counseling and Student Affairs / James Teagarden / This study investigated the effectiveness of an early literacy program for first grade students classified as at-risk for emotional and behavioral disorders, who were nonresponsive to previous schoolwide interventions, and who performed in the bottom one-third of their class on a standardized reading assessment. This study, which consisted of a multiple-probe across intervention groups experimental design aimed to produce literacy and behavior results previously obtained by other well-known researchers. Results indicated growth in oral reading fluency for all five participants, in nonsense word fluency for four out of the five participants, and a decreased display of total disruptive behaviors for all. Findings reaffirm outcomes obtained in previous investigations; specifically, improved early literacy skills are concomitant with ongoing decreases in disruptive classroom behavior. Limitations are discussed and suggestions for future research are provided.

This study measured the effects of reading aloud informational books to fourth and sixth grade students in the inner city.

Abstract The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary students in an after school program. Participants were third graders (n = 29) who attended the singing-integrated oral reading fluency (SI ORF) intervention twice a week for eight weeks. Components of the intervention included teacher-modeling of fluent oral reading, oral support, repeated reading and singing activities from a variety of children’s literature, and individual free-time. The adapted Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990) measured recreational, academic, and composite reading attitudes. The Qualitative Reading Inventory – 5 (QRI-5; Leslie & Caldwell, 2011) measured the following fluency components: Word Recognition in Isolation (WRI), both Correct Automatic and Total Number Correct, Word Recognition in Context (WRC), and reading rate, calculated as Words per Minute (WPM). Pretests and posttests for components of both assessments were compared using paired-samples t – tests. Data analyses of adapted ERAS mean percentage scores revealed a statistically significant decline in recreational reading attitude, no statistically significant difference in academic reading attitude, and a decline that approached significance in participants’ overall reading attitudes. QRI-5 scores revealed a statistically significant increase from pretest to posttest in WRI Correct Automatic, WRI Total Number Correct, WRC, and reading rate scores. The after-school environment offered a viable option for SI ORF instruction and was free from restraints that can accompany high-stakes testing environments in the traditional school setting. Overall, participants were attentive and enthusiastic, particularly enjoying the singing and repeated lyrics components of the intervention.

A fala espontânea, também nomeada como discurso espontâneo, compõe a investigação de várias pesquisas nas áreas da fonética e da fonologia. Pesquisas relevantes na área podem ser observadas no Journal of the International Phonetic Association (JIPA), referência base para a nossa pesquisa e publicação onde constam estudos que investigam diferentes línguas nos aspectos fonético- acústicos da fala espontânea. O objetivo geral desta pesquisa é investigar aspectos fonético-acústicos da fala espontânea no português do Brasil e comparar a leitura oral tendo como justificativa principal o desafio que este estudo propõe diante da escassez de pesquisas em relação à fala espontânea com o português do Brasil. Nossas hipóteses basearam-se em estudos de alguns autores que estudaram a fala espontânea em diferentes línguas, como Barry e Andreeva; Shriberg (2001) e que chegaram a algumas definições para fala espontânea. Segundo esses autores, a fala espontânea se opõe ao discurso lido por ser uma fala despreparada e não treinada, além de apresentar duração de discurso mais longa e maior ocorrência de disfluência do que a leitura oral. Barry e Andreeva (2001) destacam também mudanças na prosódia, já que a função das palavras é diferente em cada uma dessas modalidades de fala. A partir destes trabalhos, surge o objetivo específico da pesquisa: verificar os aspectos estudados nos trabalhos acima citados no português do Brasil e caracterizar cada modalidade de fala (fala espontânea e a leitura oral) por meio da identificação de possíveis similaridades ou possíveis diferenças nos aspectos de: duração das frases, pausas (duração e número de ocorrências), freqüência fundamental (F0 inicial e F0 final e F0 máxima e F0 mínima) e medidas de Voice Onset Time (VOT) de consoantes oclusivas surdas. A coleta das amostras de fala espontânea e de leitura oral foi realizada a partir da observação dos métodos sugeridos por Local e Walker (2005) e da aplicação de provas semi-dirigidas por meio da gravação de diálogos quase-espontâneos, observadas em Nicolaidis (2001) e Andreeva e Barry (2001) em pesquisas com a fala espontânea. O corpus constitui a participação de quatro homens com idade média de trinta e seis anos. Os critérios para a seleção dos sujeitos foram: sujeitos do sexo masculino, falantes do português do Brasil, monolíngues, com nível superior (completo ou incompleto), bons leitores, não profissionais da voz, sem queixa e/ou alteração de fala e voz e que não fizessem uso de drogas. Na pesquisa consta a avaliação de 48 (quarenta e oito) frases de todos os sujeitos, sendo 12 (doze) de cada sujeito, 6 (seis) frases de fala espontânea e 6 (seis) de leitura oral do mesmo texto. Além destes dados, para as medidas de Voice Onset Time VOT, foram realizadas medidas de 60 (sessenta) consoantes oclusivas surdas, 10 (dez) de cada tipo de oclusiva (velar, alveolar e bilabial, com medidas na modalidade espontânea e na versão lida. As consoantes oclusivas analisadas foram retiradas das frases selecionadas e também colhidas de forma aleatória de outras frases do discurso. O programa para gravação e medidas acústicas foi o Winpitch Prow 1.0. Os resultados mostraram algumas particularidades de cada tipo de fala, porém vale ressaltar os aspectos obtivemos dados com significância estatística: maior ocorrência e durações mais longas de pausas na fala espontânea, F0 inicial mais alta do que e F0 final na leitura oral, F0 final mais alta em fala espontânea e medidas de VOT mais longas em leitura oral. / Spontaneous speech, also known as spontaneous speech constitutes the investigation of research in the fields of Phonetics and Phonology. The relevant research in the field has been published in the Journal of the International Phonetic Association (JIPA) and is reference of our research. The main objective of this study is to investigate the phonetic acoustic aspects of Brazilian Portuguese speech and to compare it to oral reading. The major challenge of this study is the lack of research related to the spontaneous speech in Brazilian Portuguese language. Our hypothesizes are based on the works of some authors who have studied the spontaneous speech in different languages. Barry, Andreeva and Shriberg (2001) and developed some definitions of spontaneous speech. According to these authors, spontaneous speech is much different than oral reading because it is unprepared and unrehearsed. Spontaneous speech typically results in a longer discourse duration and has a greater occurrence of disfluency than oral reading. Barry and Andreeva(2001), also studied the prosody changes, since the function of words is different in each of these speech modalities. From these studies is born the specific objective of this research; to examine the aspects studied in the research above as it relates to Brazilian Portuguese and to characterize each speech modality (spontaneous speech and oral reading) through the identification of possible similarities or possible differences in the following aspects: duration of the sentences, pauses (duration and number of occurrences), fundamental frequencies (F0 initial and F0 final and F0 maximum and F0 minimum) and Voice Onset Time (VOT) measurements of unvoiced occlusive consonants. The collection of spontaneous speech and oral reading samples was carried out through the observation of methods suggested by Local and Walker (2005) and the application of semi-directed proofs, through the record of nearly spontaneous dialogs, observed by Nicolaidis (2001), Andreeva and Barry(2001) in their research on spontaneous speech. The corpus was conducted with the participation of four men all 36 years old. The criteria used to select the subjects were that they be male individuals; Brazilian, monolingual, Portuguese speakers; graduation (complete or incomplete); good readers; amateur speakers; have no speech or voice alteration and non drug users. The study consists of the valuation of 48 sentences in total. Twelve sentences from each individual consisting of six spontaneous sentences and six oral readings of the same texts. In conjunction with these data Voice Onset Time measurements - Vot, were carried out in measurements of 60 unvoiced occlusive consonants, 10 of each kind of occlusive (velar, alveolar, and bilabial) along with measurements in the spontaneous modality and reading versions. The occlusive consonants analyzed were obtained from the selected sentences and also obtained in an aleatory way from another sentences of the discourse. The program used to record and acoustic measurements was Winpitch Prow 1.0. The results show some particularities of each kind of speech. It is striking we obtained significant the results aspects : pauses bigger (duration and number of occurrences) in the spontaneous speech, F0 initial increase than F0 final of the oral reading; F0 final increase in spontaneous speech and VOT measurements of longer duration than occurred in the oral readings.

本研究旨在了解並比較重覆閱讀及非重覆閱讀對於國小四年級學童的口語閱讀流暢度的影響。本研究以台灣北部某國小四年級中的兩個班級為研究對象，共為59人。此閱讀能力相近的兩個班級經隨機分派指定為重覆閱讀組及非重覆閱讀組。在為期16週，每週一節的實驗教學中，重覆閱讀組以重覆閱讀法每週閱讀同一本英文讀本，而非重覆閱讀組以非重覆閱讀法每週閱讀兩本讀本。兩組皆於教學前及教學後接受口語閱讀測驗，以了解接受不同教學法的學童在口語閱讀速度及正確性是否有差異。測驗所得的資料以成對樣本t檢定及獨立樣本t檢定分析進行統計分析。 研究結果顯示重覆閱讀與非重覆閱讀皆能顯著提升研究對象的口語閱讀速度及正確性。此外，非重覆閱讀與重覆閱讀對於受試學童的口語閱讀流暢度顯示相似的成效。此研究結果盼能提供教學者彈性的運用此兩種閱讀教學法並更加重視口語閱讀流暢性的重要。 / The study aims to examine and compare the effect of assisted repeated reading (RR) and non-repeated reading (Non-RR) approaches on EFL young learners' oral reading rate and accuracy rate. Two classes with homogenous reading level consisting of 59 fourth graders were selected from one elementary school in northern Taiwan and were randomly assigned to two groups, the RR and Non-RR group. During the 16-week instruction, one period of class per week, the RR group practiced reading aloud on one reader with assisted repeated reading approach, whereas the Non-RR group practiced reading aloud on two readers with assisted non-repeated reading approach each class. The data collected from the pretest and posttest assessing the participants’ oral reading rate and accuracy rate were analyzed by paired samples t-tests and independent samples t-tests. The results revealed that the RR and Non-RR groups performed equivalent growth on their reading rate and accuracy rate with significant improvement. It is hoped that the findings provide a deeper understanding on the effect of assisted repeated reading and non-repeated reading on EFL young learners’ oral reading fluency and are applied in classrooms.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 103-108). Also available for download via the World Wide Web; free to University of Oregon users.