Main Content
Session Information
Contribution
Research question
RQ1. What achievement differences exhibited on letter reading accuracy and rate among students who attend Accurate and Automatic Letter Naming
(AALN) instruction and those who attend regular instruction (RI)?
RQ2.What is the difference on word reading fluency among students who attend AALNinstruction and those who attended the RI?
RQ3.What is the difference on non-word reading among students from AALN
Instruction and RI?
RQ4. Is there a long term effect on reading comperhension for students who participated in AALN instruction?
Theoretical approach
The theoretical approach chosen for this study is the model of automaticity. The model of automaticity theory from LaBerge and Samuels (1974) was adapted to the language nature of Amharic orthography. According to Samuels (2006), automaticity theory deals in reading fluency at basic reading level (word reading) where fluency is recognized as the ability to decode and comprehend concurrently. This theory emphasized fluency to begin at word reading level. However, in the orthographically consistent language (Amharic), fluency at word reading is the collection of automaticity at letter naming. Alphabet learning seems a school tradition in most schools around the world followed by word decoding however, automatic letter naming is rarely recognized as basic for fluency at word level. Hence, this research design includes accurate and automatic letter-name intervention which results in automaticity at word level and in turn contributes to word reading fluency and comprehension.
Method
Expected Outcomes
References
Allington, L. R. (2006). Fluency: Still waiting after all these years. In S. J. Samuels & A. E. Frastrup, What research has to say about fluency instruction. Newark: International Reading Association Inc. Archer, L. A., & Hughes, A. C. (2011). Explicit instruction: Effective and efficient instruction. New York: The Guilford Press. Aro, M. (2003). Learning to read English in comparison to six more regular orthographies. Applied Psycholinguistics 24, 621–635. Aro, M., & Wimmer, H. (2003). Learning to Read: English in Comparison to Six More Regular Orthographies. Applied Psycholinguistics. 24,621–635. Ballatd, C., &Jacocks, K. (2001). Improving students reading fluency through the use of phonics and word recognition strategies .ERIC. Chicago, Illinois Carnine, D. W., Silbert, J., Kame’enui, E. J., & Tarver, S. G. (2004). Direct instruction reading (4th ed.). Upper Saddle River, NJ: Prentice Hall/Merrill. Deeney, A. T. (2010). One-mnute fluency measures: mixed messages in assessment and instruction. The Reading Teacher, 63, (6), 440–450. LaBerge, D., & Samuels, S. J. (1974).Toward a theory of automatic information processing in reading.Cognitive Psychology, 6, 293–323. Lane, B. H., Hudson, F. R., Leite, L. W., Kosanovich, M., Strout, M., Fenty, N. & Wright, T.(2009). Teacher knowledge about reading fluency and indicators of students’ fluency growth in reading first schools. Reading & Writing Quarterly, 25, 57–86
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
The programme is updated regularly (each day in the morning)
Marginal Content
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.