You are here:

Oral reading fluency and prosody: A preliminary analysis of the Greek language
ARTICLE

,

Themes in Science and Technology Education Volume 8, Number 1, ISSN 1792-8788 Publisher: Themes in Science and Technology Education

Full Text

Abstract

This article presents results from an initial investigation of Greek oral reading fluency and prosody. Although currently held perspectives consider reading the product of reading decoding and reading comprehension, there is enough evidence (both Greek and foreign) to suggest that other variables may affect reading, as well. Such variables include reading fluency and prosody. A small sample of 27 students from the 2nd and 5th grades of primary schools was examined using a variety of tests. All tests were computer-based. Data were collected and analyzed using Cognitive Workshop, a platform for presenting and recording of visually presented stimuli, and Praat, a specialized software for analyzing audio recordings and obtaining speech analysis measurements. Results suggested that differences in reading fluency might be attributed to automaticity acquired by students.

Citation

Sarris, M. & Dimakos, I. (2015). Oral reading fluency and prosody: A preliminary analysis of the Greek language. Themes in Science and Technology Education, 8(1), 47-62. Retrieved August 11, 2024 from .

References

View References & Citations Map
  1. Adlof, S.M., Catts, H.W., & Little, T.D. (2006). Should the simple view of reading include a fluency component? 60 M. Sarris, I.C. Dimakos
  2. Archer, A.L., Gleason, M.M., & Vachon, V.L. (2003). Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly, 26(2), 89-101.
  3. Aro, M., & Wimmer, H. (2003). Learning to read: English in comparison to six more regular orthographies. Applied Psycholinguistics, 24(4), 621-635.
  4. Balogh, J., Bernstein, J., Cheng, J., Van Moere, A., Townshend, B., & Suzuki, M. (2012). Validation of automated scoring of oral reading. Educational and Psychological Measurement, 72(3), 435-452.
  5. Benjamin, R.G., Schwanenflugel, P.J., Meisinger, E.B., Groff, C., Kuhn, M.R., & Steiner, L. (2013). A spectrographically grounded scale for evaluating reading expressiveness. Reading Research Quarterly, 48(2), 105-133.
  6. Boersma P., & Weenink, D. (2011). Praat: doing phonetics by computer (Version 5.2.11) [Computer software]. Retrieved 25 April 2015, from http://www.fon.hum.uva.nl/praat/download_win.html.
  7. Carlisle, J.F., & Stone, C. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40(4), 428-449.
  8. Casper, J.K., & Leonard, R. (2006). Understanding voice problems: A physiological perspective for diagnosis and treatment. IL: Lippincott Williams& Wilkins.
  9. Castles, A., & Nation, K. (2006). How does orthographic learning happen? In S. Andrews (ed.), From inkmarks to ideas: Challenges and controversies about word recognition and reading. London: Psychology Press.
  10. Chomsky, C. (1970). Reading, writing and phonology. Harvard Educational Review, 40, 287-309.
  11. Clay, M.M., & Imlach, R.H. (1971). Juncture, pitch, and stress as reading behavior variables. Journal of Verbal Learning and Verbal Behavior, 10(2), 133-139.
  12. Cohen, A.S., Lee Hong, S., & Guevara, A. (2010). Understanding emotional expression using prosodic analysis of natural speech: Refining the methodology. Journal of behavior therapy and experimental psychiatry, 41(2), 150-157.
  13. Cucchiarini, C., Strik, H., & Boves, L. (2000). Quantitative assessment of second language learners’ fluency by means of automatic speech recognition technology. The Journal of the Acoustical Society of America, 107(2), 989999.
  14. Denton, C.A., Barth, A.E., Fletcher, J.M., Wexler, J., Vaughn, S., Cirino, P.T., & Francis, D.J. (2011). The relations among oral and silent reading fluency and comprehension in middle school: Implications for identification and instruction of students with reading difficulties. Scientific Studies of Reading, 15(2), 109-135.
  15. Duong, M., Mostow, J., & Sitaram, S. (2011). Two methods for assessing oral reading prosody. ACM Transactions on Speech and Language Processing (TSLP), 7(4), 14.
  16. Fountas, I.C., & Pinnell, G.S. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K–8. Portsmouth, NH: Heinemann.
  17. Fountas, I., & Pinnell, G. (2009). Benchmark Assessment System. Portsmith, NH: Heinemann.
  18. Frith, U., Wimmer, H., & Landerl, K. (1998). Differences in phonological recoding in German-and English-speaking children. Journal of the Society for the Scientific Study of Reading, 2, 31-54.
  19. Georgiou G.K., Parrila R., & Liao C.H. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21, 885-903.
  20. Georgiou, G.K., Parrila, R., & Papadopoulos, T.C. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100(3), 566-580.
  21. Georgiou, G.K., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321-346.
  22. Georgiou, G., Parrila, R., Kirby, R., & Stephenson, K. (2008). Rapid naming components and their relationship with phonological awareness, orthographic knowledge, speed of processing, and different reading outcomes. Scientific Studies of Reading, 12, 325 – 350.
  23. Goswami, U., Porpodas, C., & Wheelwright, S. (1997). Children’s orthographic representations in English and Greek. European Journal of Psychology of Education, 3, 273-292.
  24. Grainger, J., & Holcomb, P.J. (2009). Watching the Word Go by: On the Time-course of Component Processes in Visual Word Recognition. Language and Linguistics Compass, 3(1), 128-156.
  25. Horii, Y. (1983). Some acoustic characteristics of oral reading by ten-to twelve-year-old children. Journal of Communication Disorders, 16(4), 257-267.
  26. Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8), 702-714.
  27. Hudson, R.F., Pullen, P.C., Lane, H.B., & Torgesen, J.K. (2008). The complex nature of reading fluency: A multidimensional view. Reading& Writing Quarterly, 25(1), 4-32.
  28. Karemaker, A., Pitchford, N.J., & O’Malley, C. (2010). Enhanced recognition of written words and enjoyment of reading in struggling beginner readers through whole-word multimedia software. Computers& Education, 54(1), 199-208.
  29. Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. Advances in Psychology, 94, 67-84.
  30. Kormos, J., & Dénes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language Oral reading fluency and prosody: A preliminary analysis of the Greek language 61
  31. Kuhn, M.R., & Stahl, S.A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3-21.
  32. Kuhn, M.R., Schwanenflugel, P.J., & Meisinger, E.B. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251.
  33. LaBerge, D., & Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323.
  34. Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100(1), 150-161.
  35. Liberman, I., Liberman, A.M., Mattingly, I., & Shankweiler D. (1980). Orthography and the beginning reader. In J.F. Kavanagh& R.L. Venezky (eds.), Orthography, Reading, and Dyslexia (pp. 137-153). Baltimore: University
  36. Miller, J., & Schwanenflugel, P.J. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary schoolchildren. Reading Research Quarterly, 43(4), 336-354.
  37. Moats, L.C. (2001). When older students can't read. Educational Leadership, 58, 36-40.
  38. Morris, D., Trathen, W., Frye, E.M., Kucan, L., Ward, D., Schlagal, R., & Hendrix, M. (2013). The role of reading rate in the informal assessment of reading ability. Literacy Research and Instruction, 52(1), 52-64.
  39. Norton, E.S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427-452.
  40. Patel, R., & McNab, C. (2011). Displaying prosodic text to enhance expressive oral reading. Speech Communication, 53(3), 431-441.
  41. Pinto, J.C.B.R., & Navas, A.L.G.P. (2011). Effects of reading fluency stimulation with emphasis on prosody. Jornal da Sociedade Brasileira de Fonoaudiologia, 23(1), 21-26.
  42. Porpodas, C.D. (2006). Literacy acquisition in Greek: Research review of the role of phonological and cognitive factors. In R.M. Joshi& P.G. Aaron (eds.), Handbook of orthography and literacy (pp. 189-199). Mahwah, NJ:
  43. Protopapas, A., & Skaloumbakas, C. (2008). Assessment of reading fluency for the identification of reading difficulties. Psychologia, 15, 267-289.
  44. Protopapas, A., Parrila, R., & Simos, P.G. (2014). In search of Matthew effects in reading. Journal of Learning Disabilities, 1–16.
  45. Protopapas, A., Sideridis, G.D., Mouzaki, A., & Simos, P.G. (2007). Development of lexical mediation in the relation between reading comprehension and word reading skills in Greek. Scientific Studies of Reading, 11(3), 165-197.
  46. Rasinski, T. (2004). Creating fluent readers. Educational Leadership, 61(6), 46-51.
  47. Rasinski, T., Rikli, A., & Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern for the primary grades? Literacy Research and Instruction, 48(4), 350-361.
  48. Sabatini, J.P. (2002). Efficiency in word reading of adults: Ability group comparisons. Scientific Studies of Reading, 6, 267-298.
  49. Samuels, S.J. (2012). Reading fluency: Its past, present, and future. In T. Rasinski, C. Blachowitz & K. Lems (eds.), Fluency instruction: Research-based best practices (pp. 3-16). New York: Guilford (2nd edition).
  50. Samuels, S.J., & Flor, R.F. (1997). The importance of automaticity for developing expertise in reading. Reading& Writing Quarterly: Overcoming Learning Difficulties, 13(2), 107-121.
  51. Sarris, M., & Porpodas, C. (2005). Learning to read: Strategies used by first graders. Paper presented at the 10th Panhellenic Conference of Psychological Research, 1-4 December 2005, Ioannina (in Greek).
  52. Sarris, M., & Porpodas, C. (2008). The development of foundation literacy in the Greek language. Paper presented at the 1st National Conference of Developmental Psychology, May 29-June 1, 2008, Athens (in Greek).
  53. Schwanenflugel, P.J., Hamilton, A.M., Kuhn, M.R., Wisenbaker, J.M., & Stahl, S.A. (2004). Becoming a Fluent Reader: Reading Skill and Prosodic Features in the Oral Reading of Young Readers. Journal of Educational 62 M. Sarris, I.C. Dimakos
  54. Schwanenflugel, P.J., Meisinger, E.B., Wisenbaker, J.M., Kuhn, M.R., Strauss, G.P., & Morris, R.D. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41(4), 496-522.
  55. Seymour, P.H., Aro, M., & Erskine, J.M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94(2), 143-174.
  56. Shankweiler, D. & Liberman, I.Y. (1972). Misreading: A search for causes. In J.F. Kavanagh& I.Y. Mattingly (eds.), Language by ear and eye (pp. 293-317). Cambridge, Mass: The MIT Press.
  57. Sitaram, S., & Mostow, J. (2012). Mining data from Project LISTEN’s Reading Tutor to analyze development of children’s oral reading prosody. In G.M. Youngblood& P.M. McCarthy (eds.), Proceedings of the 25th Florida Artificial Intelligence Research Society (pp. 478 – 483). Marco Island, Fl.
  58. Snow, C.E., Burns, M.S., & Griffin, P. (eds). (1998). Preventing Reading Difficulties in Young Children. Washington D.C.: National Research Council, National Academy Press.
  59. Spencer, L.H., & Hanley, J.R. (2003). Effects of orthographic transparency on reading and phoneme awareness in children learning to read in Wales. British Journal of Psychology, 94, 1-28.
  60. Stanovich, K. (1980). Toward an interactive compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 6, 32-71.
  61. Stanovich, K.E., & Cunningham, A.E. (2001). What reading does for the mind. Journal of Direct Instructions, 1(2), 137-149.
  62. Torgesen, J., & Hudson, R.F. (2006). Reading fluency: Critical issues for struggling readers. In S.J. Samuels& A.E. Farstrup (eds.), What research has to say about fluency instruction (pp. 130–158). Newark, DE: International
  63. Valencia, S.W., Smith, A.T., Reece, A.M., Li, M., Wixson, K.K., & Newman, H. (2010). Oral reading fluency assessment: Issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45(3), 270291.
  64. Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: Word recognition in English and German children. Cognition, 51(1), 91-103.
  65. Wise, J.C., Sevcik, R.A., Morris, R.D., Lovett, M.W., Wolf, M., Kuhn, M., & Schwanenflugel, P. (2010). The relationship between different measures of oral reading fluency and reading comprehension in second-grade students who evidence different oral reading fluency difficulties. Language, Speech and Hearing Services in Schools, 41(3), 340-348.
  66. Wolf, M., Bally, H., & Morris, R. (1986). Automaticity, retrieval processes and reading: A longitudinal study in average and impaired readers. Child Development, 57, 988-1000.
  67. Ziegler, J.C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. Psychological bulletin, 131(1), 3-29.
  68. Ziegler, J.C., & Goswami, U. (2006). Becoming literate in different languages: similar problems, different solutions. Developmental Science, 9 (5), 429–453.
  69. Zutell, J., & Rasinski, T.V. (1991). Training teachers to attend to their students’ oral reading fluency. Theory into Practice, 30(3), 211-217.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References