Abstract: This research is about the importance of fluency and accuracy in language learning; either as a second or a foreign language. It is found out that fluency is more important than accuracy. In other words‚ fluency represents the major section in language learning process‚ and it approximately covers all the important skills that lead to a successful communication. Survey findings show that majority of ELT teachers focus on fluency more than accuracy. Objectives:
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Sight word knowledge refers to the ability to recognize the pronunciation of words automatically without conscious application of other decoding strategies (Leu and Kinzer‚ 1999). One of the benchmarks of a good reader is fluency. LaBerg and Samuels‚ 1976 define fluency as the process of automatically‚ accurately and rapidly recognizing words. It is my desire as a teacher to produce excellent readers. The sad reality for me is that‚ not all students can achieve this. As a teacher I see my task
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of this case study is to work with a student on their reading and assess their reading ability. It allows me to become a better educator and more knowledge about how to assess students and strategies to help them after being assessed. Literacy Interest/Attitudes Damey’n is not a motivated reader and lacks confidence in reading. When I interviewed Damey’n for the first time‚ I asked him if he liked reading. He told me that he did not reading at all and that he believed he was a bad reader. He also
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Reading is an essential skill that everyone must acquire in order to be successful in life. In the past‚ the art of learning to read was very complicated and difficult‚ but nowadays learning to read can easily be measured. In order to become a proficient reader one must learn and master the six components of reading. The six major components are comprehension‚ oral language‚ phonological awareness‚ phonics‚ fluency‚ and vocabulary. Each component of reading is acquired across five discrete stages
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Jane is a second grade ELL student. The results from her first grade End of Year (EOY)‚ assessments demonstrated the following data. Jane’s data for NWF (Nonsense Word Fluency) was 52‚ whereas the benchmark goal was 58. Consequently‚ her fluency score was a 42‚ the recommended goal was 47. The DIBELS accuracy component illustrated the need for additional support‚ as Jane scored 88% when the goal was 90% for the end of first grade. Jane did score slightly above grade one expectations on the WWR
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I met with Talon Peterson and administered 2 different reading test/tasks. First he completed a post test of the Renaissance Star test. This test is vocabulary and comprehension so the results are a fairly good indicator of overall reading ability. What Star won’t measure is fluency which is a major factor in determining a student’s ability to keep pace with their peers on reading and writing tasks. Results are reported in grade year and month. His scores were as follows: Baseline Testing:
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around for a long time and has been defined in different ways. For example‚ in 1968‚ the World Federation of Neurologists defined dyslexia as "a disorder in children who‚ despite conventional classroom experience‚ fail to attain the language skills of reading‚ writing‚ and spelling commensurate with their intellectual abilities." According to the U.S. National Institutes of Health‚ dyslexia is a learning disability that can hinder a person’s ability to read‚ write‚ spell‚ and sometimes speak. Dyslexia
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Finally the control group improved significantly on nonsense passage reading which suggests that the treatments in school played a role in improving the exercise group’s nonsense passage reading. However the control group did not improve on anything else suggesting that the DDAT approach was involved in improving a range of motor and cognitive skills in the
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by teacher. Free speech allows practice of the English language for greater fluency. Reading Task 1: Show students the original text and set clear instructions. Gist Task -Read over the text fast and decide two things: 1. Check beside the title that you think fits the text 2. Is the overall feeling of the story positive or negative? Put a check beside it. You have (2 min.) ICQ: - Should this be a fast or slow reading? Fast - Is the getting the general idea enough? Yes - Do you need
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text processing skills Literacy: Reading (Early Stages)‚ 2005.” Phoneme awareness is developed during this stage of literacy as well. The third and final stage of literacy is considered to be advanced alphabetic/orthographic stage where children have the ability to combine their knowledge in decoding and spelling. These beginning years of a young child are the years where teachers and parents have the ability to prepare youngsters with concepts and skills in reading and wring. Having this ability
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