scholarly journals The Relationship between Curriculum-based Measures in Oral Reading Fluency and High-Stakes Tests for Seventh Grade Students

RMLE Online ◽  
2013 ◽  
Vol 36 (5) ◽  
pp. 1-8 ◽  
Author(s):  
Sawyer A. Hunley ◽  
Susan C. Davies ◽  
Christina R. Miller
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Seventh Grade ◽  
High Stakes ◽  
High Stakes Tests ◽  
Curriculum Based Measures ◽  
The Relationship

scholarly journals Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading Comprehension

2009 ◽  
Vol 35 (2) ◽  
pp. 67-77 ◽  
Author(s):  
Jeanne Wanzek ◽  
Greg Roberts ◽  
Sylvia Linan-Thompson ◽  
Sharon Vaughn ◽  
Althea L. Woodruff ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
High Stakes ◽  
Relationship Of ◽  
The Relationship

Using Curriculum-Based Measurement to Predict Student Performance on an Eighth-Grade State Reading Assessment

2018 ◽  
Vol 45 (4) ◽  
pp. 277-287
Author(s):  
Mindy LeRoux ◽  
Keith Zvoch ◽  
Gina Biancarosa
Keyword(s):  
Student Performance ◽  
Reading Fluency ◽  
Oral Reading ◽  
Student Characteristics ◽  
Eighth Grade ◽  
High Stakes ◽  
Statewide Assessment ◽  
Eighth Grade Students ◽  
And Performance ◽  
The Relationship

The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of eighth-grade students were used to examine CBM validity, and the relationship between student characteristics and OAKS-R performance. Positive relationships between ORF and maze scores and performance on the OAKS-R were obtained. In addition, the strength of the predictive relationships varied across cohorts, but not as a function of student characteristics. These results suggest that eighth-grade CBM data can be used as an efficient means to identify and intervene with those at risk of performing poorly on the end-of-year, high stakes accountability assessment. Consideration of the tradeoffs associated with using one or more CBMs in middle school is provided.

scholarly journals Processing Factors, Academic Discourse, and Local and Global Comprehension

2013 ◽  
Vol 15 (2) ◽  
pp. 56 ◽  
Author(s):  
Stephen B Kucer
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Fourth Grade ◽  
Academic Discourse ◽  
Reading Levels ◽  
Scientific Discourses ◽  
Reading Inventory ◽  
The Relationship ◽  
Processing Factors

The relationship among processing factors and the comprehension of literary and scientific discourses of fourth grade readers was examined. With one exception, a different matrix of processing behaviors were associated with the recall within the two disciplinary discourses.  However, clauses read in a manner than maintained the author’s meaning, regardless of the existence of miscues, were positively correlated with local and global levels of comprehension on both discourse types.  Interestingly, words read per minute, accuracy, reading levels as determined by the Qualitative Reading Inventory, and oral reading fluency as determined by DIBELS were unrelated to strong retellings.

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.

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

Developing local oral reading fluency cut scores for predicting high-stakes test performance

2017 ◽  
Vol 54 (9) ◽  
pp. 932-946 ◽  
Author(s):  
Sally L. Grapin ◽  
John H. Kranzler ◽  
Nancy Waldron ◽  
Diana Joyce-Beaulieu ◽  
James Algina
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Test Performance ◽  
Oral Reading Fluency ◽  
Cut Scores ◽  
High Stakes
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