Literaturnachweis - Detailanzeige
| Autor/inn/en | Abu-Hamour, Bashir; Al-Hmouz, Hanan; Kenana, Mohammed |
|---|---|
| Titel | The Effect of Short Vowelization on Curriculum-Based Measurement of Reading Fluency and Comprehension in Arabic |
| Quelle | In: Australian Journal of Learning Difficulties, 18 (2013) 2, S.181-197 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1940-4158 |
| DOI | 10.1080/19404158.2013.852980 |
| Schlagwörter | Vowels; Oral Reading; Reading Fluency; Silent Reading; Reading Comprehension; Semitic Languages; Orthographic Symbols; Elementary School Students; Reading Skills; Curriculum Based Assessment; Reading Difficulties; Dyslexia; Foreign Countries; Reading Tests; Jordan |
| Abstract | This study facilitates the use of Curriculum-Based Measurement (CBM) to investigate the effect of short vowels on oral reading fluency (ORF) and silent reading comprehension in Arabic orthography. A total sample of 131 fifth-grade students (89 skilled readers and 42 poor readers) participated in the study. Two kinds of CBM probes were administered: CBM ORF and CBM Maze. Nine texts of each kind were presented in three reading conditions: fully vowelized, partially vowelized and unvowelized. Results indicated that CBM ORF and CBM Maze tests distinguished between skilled and poor readers in all vowelization conditions. In addition, vowels were a good facilitator of oral reading fluency and silent reading comprehension for both types of readers. Implications and suggestions for future research are discussed in this study as well. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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