Relationship between second grade oral reading fluency and third grade reading

2012 ◽  
Vol 19 (3) ◽  
pp. 341-356 ◽  
Author(s):  
Samantha Kane Salvador ◽  
Jason Schoeneberger ◽  
Lynne Tingle ◽  
Bob Algozzine
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Third Grade ◽  
Second Grade ◽  
Third Grade Reading

Accuracy of the DIBELS Oral Reading Fluency Measure for Predicting Third Grade Reading Comprehension Outcomes

2008 ◽  
Vol 46 (3) ◽  
pp. 343-366 ◽  
Author(s):  
Alysia D. Roehrig ◽  
Yaacov Petscher ◽  
Stephen M. Nettles ◽  
Roxanne F. Hudson ◽  
Joseph K. Torgesen
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Third Grade ◽  
Third Grade Reading

scholarly journals Modeling oral reading fluency development in Latino students: A longitudinal study across second and third grade.

2009 ◽  
Vol 101 (2) ◽  
pp. 315-329 ◽  
Author(s):  
Stephanie Al Otaiba ◽  
Yaacov Petscher ◽  
N. Eleni Pappamihiel ◽  
Rihana S. Williams ◽  
Allison K. Dyrlund ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Latino Students ◽  
Third Grade

Hebrew Oral Reading Fluency in First and Second Grade

2010 ◽  
Author(s):  
Scott J. Goldberg ◽  
Elana R. Weinberger ◽  
Nina Goodman ◽  
Shoshana Ross
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Second Grade

Effects of Technology Enhancements and Type of Teacher Support on Assessing Spanish-Speaking Children’s Oral Reading Fluency in Second Grade

2011 ◽  
Vol 37 (1) ◽  
pp. 3-16
Author(s):  
Mary J. York ◽  
Barbara R. Foorman ◽  
Kristi L. Santi ◽  
David J. Francis
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Teacher Support ◽  
Oral Reading Fluency ◽  
School Level ◽  
Second Grade ◽  
Bilingual Students ◽  
Spanish Speaking ◽  
Second Grade Students ◽  
School Level Effects

We examined student-, classroom-, and school-level effects in predicting second-grade Spanish-speaking children’s oral reading fluency in Spanish. Teachers in 67 randomly selected urban schools administered the Tejas LEE to 1,537 first- and second-grade students. Oral reading fluency was measured in the passages students read for comprehension. Covariates were mean fluency in Grade 1, variability in fluency in Grade 1, degree of grouping in the school, and the proportion of second-grade students in the classroom and/or the school taking the Tejas LEE. Treatment effects were administration format (paper, desktop, handheld) and type of teacher support (no mentoring, web mentoring, and on-site plus web mentoring). Second-grade teachers positively affected students’ reading fluency when (a) they administered the Tejas LEE on paper with the associated paper reports in classrooms of bilingual students, and (b) they either received web mentoring and had relatively homogeneous classrooms or received on-site or no mentoring and had ability-grouped classes. Implications for interpreting assessment results are discussed in the context of the type of support provided to teachers and the grouping of bilingual students by language and/or by ability.

scholarly journals Evaluating Passage and Order Effects of Oral Reading Fluency Passages in Second Grade: A Partial Replication

2017 ◽  
Vol 44 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Erin A. Chaparro ◽  
Mike Stoolmiller ◽  
Yonghan Park ◽  
Scott K. Baker ◽  
Deni Basaraba ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Empirical Bayes ◽  
Oral Reading Fluency ◽  
Progress Monitoring ◽  
Second Grade ◽  
Order Effects ◽  
Curve Modeling ◽  
Tiered Support ◽  
The Impact

Progress monitoring has been adopted as an integral part of multi-tiered support systems. Oral reading fluency (ORF) is the most established assessment for progress-monitoring purposes. To generate valid trend lines or slopes, ORF passages must be of equivalent difficulty. Recently, however, evidence indicates that ORF passages are not equivalent, potentially hindering our ability to generate valid student trend lines for decision making. This study examines passage and order effects on the estimation of ORF scores using a set of second-grade passages. A single group with counterbalancing design was employed to randomly assign 156 second-grade students to three different orders of passages. Scores from the passages were examined using growth curve modeling and empirical Bayes estimates. Results indicate that passage effects were substantial, but order effects were small but significant. The impact of passage and order effects on research design, equating methods, and measure development is considered.

scholarly journals The Relationship of Error Rate and Comprehension in Second and Third Grade Oral Reading Fluency

2012 ◽  
Vol 33 (1-2) ◽  
pp. 104-132 ◽  
Author(s):  
Mary Abbott ◽  
Howard Wills ◽  
Angela Miller ◽  
Journ Kaufman
Keyword(s):  
Reading Fluency ◽  
Error Rate ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Third Grade ◽  
Relationship Of ◽  
The Relationship
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