Effects of Performance Criteria during Reading Instruction on Generalized Oral Reading Fluency

2016 ◽  
Vol 31 (3) ◽  
pp. 291-299 ◽  
Author(s):  
Nicholas D. Young ◽  
Edward J. Daly
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Performance Criteria

Effects of Performance Criteria on Oral Reading Fluency Generalization

2010 ◽  
Author(s):  
Nicholas D. Young ◽  
Edward J. Daly ◽  
Sara Kupzyk ◽  
Melissa N. Andersen
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Performance Criteria

scholarly journals Fluency: Deep Roots in Reading Instruction

2020 ◽  
Vol 10 (6) ◽  
pp. 155
Author(s):  
William H. Rupley ◽  
William Dee Nichols ◽  
Timothy V. Rasinski ◽  
David Paige
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Historical Review ◽  
The United States ◽  
Deep Roots ◽  
Academic Proficiency ◽  
Method Of Instruction

Over the past two decades, reading fluency has been increasingly recognized as an important instructional variable for success in reading. Yet, this has not always been the case. This article presents a historical review of the nature and role of fluency instruction in the United States. The roots of oral reading fluency began in an age when texts and other forms of entertainment and information were limited. Historically, in America, oral reading was the predominant means for conveying ideas and passing the time at home with the family. In the 1800s, American education’s primary method of instruction emphasized the need for being able to read aloud with expression and fluency, in order to hold the listeners’ attention and convey information. As texts and other forms of information became more available, oral reading became deemphasized, and silent reading was viewed as a better approach to developing readers’ comprehension at the cost of fluency development. With continued research and national reports that indicate the significant contributions of oral reading fluency to reading comprehension and academic proficiency, it is clear that the roots of oral reading run deep, and that fluent reading development is important to learners’ academic achievement and reading comprehension.

An investigation of the oral reading fluency of grade 4 students

1997 ◽  
Vol 21 (2) ◽  
pp. 98-114
Author(s):  
Erica Galbraith ◽  
Mark Clayton
Keyword(s):  
Resource Allocation ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Oral Reading ◽  
Classroom Practice ◽  
Oral Reading Fluency ◽  
Government Schools ◽  
Reading Competence ◽  
Instructional Level ◽  
Mastery Level

A curriculum-based one minute oral reading probe was administered to 242 randomly selected, regular Grade 4 students, from 22 Government schools in one large NSW Department of School Education metropolitan school district, to determine reading competence. The results of this easily administered test showed that 22% of students failed to reach 70 CWPM (instructional level) 23% scored 70–100 CWPM, 20% scored 100–119 CWPM and 35% exceeded mastery level, with a score of 120 CWPM or more. It was concluded that the high number, 65%, failing to reach mastery level should be of major concern to district educators and warrants a review of classroom practice in reading instruction with implications for district-wide resource allocation.

scholarly journals Exploring the Role of Oral Reading Fluency (ORF) in Reading Instruction: A Classroom-based Study with Engineering Students

2019 ◽  
Vol 18 (1) ◽  
pp. 45-57
Author(s):  
Remya Rebecca Prakash ◽  
Abjy Kurian
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Engineering Students ◽  
Component Processes ◽  
Esl Learners ◽  
The Relationship

Teaching reading is a complicated task as reading entails the simultaneous interaction of various component processes. Learning to read fluently is a crucial part of reading acquisition. Despite research conducted in L1 contexts regarding reading fluency, this area has been relatively unexplored in L2 contexts. In reading fluency research, Oral Reading Fluency (ORF) is an important construct which has been closely associated with the reading comprehension of young learners in L1 contexts. This paper aims to investigate the nature of the relationship between ORF and reading comprehension in ESL learners. If ORF proves to be significantly related to reading comprehension, it would be a valuable addition to reading instruction for ESL learners.

Oral Reading Fluency Assessment in Out-of-School Programs: Benchmarks for Early Identification and Change

2012 ◽  
Author(s):  
David Reitman ◽  
Stacey A. McGregor ◽  
Leon Mandler ◽  
Jean M. Thaw ◽  
K. Lori Hanson ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Early Identification ◽  
Oral Reading Fluency ◽  
School Programs ◽  
Out Of School

English oral reading fluency of the 5th and the 6th graders

2015 ◽  
Vol 22 (1) ◽  
pp. 149-175
Author(s):  
Ji Hye Jeon ◽  
◽  
Sungwoo Kang
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
6Th Graders

Automated Estimation of Oral Reading Fluency During Summer Camp e-Book Reading with MyTurnToRead

2019 ◽  
Author(s):  
Anastassia Loukina ◽  
Beata Beigman Klebanov ◽  
Patrick Lange ◽  
Yao Qian ◽  
Binod Gyawali ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Summer Camp ◽  
Book Reading

Explaining reading variance by student subgroup: should we move beyond oral reading fluency?

2021 ◽  
Author(s):  
Steven J. Amendum ◽  
Kristin Conradi Smith ◽  
Meghan D. Liebfreund
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency
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