The effect of a reading aloud program on reading rate and reading prosody in a group of sixth-grade low-achievement, language-minority, and/or low-SES readers-Reference-Cited by-同舟云学术

The effect of a reading aloud program on reading rate and reading prosody in a group of sixth-grade low-achievement, language-minority, and/or low-SES readers

Published:2023-04-27 Issue: Volume: Page:
ISSN:0922-4777
Container-title:Reading and Writing
language:en
Short-container-title:Read Writ

Author:

Quadri Juliette^ORCID,Masson Justine,Poncelet Martine^ORCID

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Link

https://link.springer.com/content/pdf/10.1007/s11145-023-10443-1.pdf

Reference63 articles.

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2. Arcand, M. S., Dion, E., Lemire-Théberge, L., Guay, M. H., Barrette, A., Gagnon, V., Caron, P. O., & Fuchs, D. (2014). Segmenting texts into meaningful word groups: Beginning readers’ prosody and comprehension. Scientific Studies of Reading, 18(3), 208–223. https://doi.org/10.1080/10888438.2013.864658

3. Ardoin, S. P., Binder, K. S., Foster, T. E., & Zawoyski, A. M. (2016). Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behavior. Journal of School Psychology, 59, 13–38. https://doi.org/10.1016/j.jsp.2016.09.002

4. Ardoin, S. P., Morena, L. S., Binder, K. S., & Foster, T. E. (2013). Examining the impact of feedback and repeated readings on oral reading fluency: Let’s not forget prosody. School Psychology Quarterly, 28(4), 391–404. https://doi.org/10.1037/spq0000027

5. Brehon, G., Nemo, J. (2011). Manuel de lecture suivie: Picouic et Tigrelin en Europe: CE1. La Librairie des écoles.