scholarly journals Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression

2017 ◽  
Vol 51 (6) ◽  
pp. 565-577 ◽  
Author(s):  
Eunsoo Cho ◽  
Philip Capin ◽  
Greg Roberts ◽  
Sharon Vaughn
Keyword(s):  
Quantile Regression ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Reading Skills ◽  
Progress Monitoring ◽  
Passage Level ◽  
Intensive Reading

Within multitiered instructional delivery models, progress monitoring is a key mechanism for determining whether a child demonstrates an adequate response to instruction. One measure commonly used to monitor the reading progress of students is oral reading fluency (ORF). This study examined the extent to which ORF slope predicts reading comprehension outcomes for fifth-grade struggling readers ( n = 102) participating in an intensive reading intervention. Quantile regression models showed that ORF slope significantly predicted performance on a sentence-level fluency and comprehension assessment, regardless of the students’ reading skills, controlling for initial ORF performance. However, ORF slope was differentially predictive of a passage-level comprehension assessment based on students’ reading skills when controlling for initial ORF status. Results showed that ORF explained unique variance for struggling readers whose posttest performance was at the upper quantiles at the end of the reading intervention, but slope was not a significant predictor of passage-level comprehension for students whose reading problems were the most difficult to remediate.

Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School

2016 ◽  
Vol 50 (2) ◽  
pp. 115-127 ◽  
Author(s):  
Joanna A. Christodoulou ◽  
Abigail Cyr ◽  
Jack Murtagh ◽  
Patricia Chang ◽  
Jiayi Lin ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Reading Disabilities ◽  
Intervention Group ◽  
Control Group ◽  
Summer Reading ◽  
Pseudoword Reading ◽  
Intensive Reading

Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6–9) were randomly assigned to receive Lindamood-Bell’s Seeing Stars program ( n = 23) as an intervention or to a waiting-list control group ( n = 24). Analysis of pre- and posttesting revealed significant interactions in favor of the intervention group for untimed word and pseudoword reading, timed pseudoword reading, oral reading fluency, and symbol imagery. The interactions mostly reflected (a) significant declines in the nonintervention group from pre- to posttesting, and (2) no decline in the intervention group. The current study offers direct evidence for widening differences in reading abilities between students with RD who do and do not receive intensive summer reading instruction. Intervention implications for RD children are discussed, especially in relation to the relevance of summer intervention to prevent further decline in struggling early readers.

Enhancing Oral Reading Fluency (ORF) Through Computer Assisted Repeated Reading (CARR)

2021 ◽  
Vol 17 (1) ◽  
pp. 207
Author(s):  
Hasimah Ja’afar ◽  
Wan Mazlini Othman ◽  
Hema Vanita Kesevan ◽  
Budi M.S
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Rural Students ◽  
Computer Assisted ◽  
Single Subject ◽  
Word Decoding ◽  
Reading Accuracy

This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students’ oral reading fluency (ORF). The single subject experimental design (SSED) which emphasised on the individual participant was used to collect data. Five students participated in this 12 week study in which the CARR intervention was carried out two times a week. CARR, the adaptation of the CBM/ORF procedure was used to improve the participants’ accuracy and automaticity in word decoding. Each participant’s accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant’s initial reading accuracy which stood at   96.7%, 94.2%, 96.6%, 97.3% and 97.1% showed that they could only read at instructional level. After the CARR intervention their reading accuracy improved and stood at 98.8%, 99.2%,97.2%,98.8% and 98.0%.This showed that they can  now read the assessment texts or other texts of comparable difficulty independently. Automaticity was determined by the reading rate or words read correctly per minute (WCPM). The participant’s initial WCPM was between 104 to 143 WCPM, 85 WCPM to 127 WCPM, 99 to 128, 57 to 209 WCPM and 103 and 163 WCPM. After the CARR intervention their reading automaticity improved between 108 to 158 WCPM, 99 to 146 WCPM, 99 to 135, 52 to 120 WCPM and 114 and 167 WCPM. Based on the participants’ individual results, it can be concluded that the CARR technique was effective in improving struggling readers’ reading fluency.  The results further implied that the CARR technique will ease burnt out English teachers’ workloads. CARR is user friendly and it can help teachers to help their students become better readers while helping struggling readers to become fluent.   Keywords: Reading fluency, Accuracy, Automaticity, Repeated reading, Computer Assisted Repeated Reading (CARR)

Initial Progress of Children Identified with Disabilities in Michigan's Reading First Schools

2008 ◽  
Vol 74 (2) ◽  
pp. 235-256 ◽  
Author(s):  
Lauren A. Katz ◽  
C. Addison Stone ◽  
Joanne F. Carlisle ◽  
Douglas Lyman Corey ◽  
Ji Zeng
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Longitudinal Study ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Reading Skills ◽  
Reading First ◽  
Instructional Support ◽  
Specific Dimension

This 2-year longitudinal study examined initial evidence of progress in reading for 1,512 children with and without identified speech-language and/or learning disabilities (LD-SLD) in the context of the explicit literacy instruction provided in Michigan's Reading First (RF) schools. The findings suggested that children with LD-SLD labels demonstrated significantly slower growth compared to children without LD-SLD labels. Children considered more at risk also demonstrated slower progress in oral reading fluency (but not reading comprehension) compared to children considered less at risk. Implications are discussed in relationship to the extent of instructional support needed by children identified as LD-SLD in the mainstream, and in terms of the specific dimension of reading skills as a criterion.

“Progress monitoring in oral reading fluency within the context of RTI”: Correction.

2009 ◽  
Vol 24 (2) ◽  
pp. 105-105
Author(s):  
Amy-Jane Griffiths ◽  
Amanda M. VanDerHeyden ◽  
Mary Skokut ◽  
Elena Lilles
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Progress Monitoring

Progress monitoring in oral reading fluency within the context of RTI.

2009 ◽  
Vol 24 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Amy-Jane Griffiths ◽  
Amanda M. VanDerHeyden ◽  
Mary Skokut ◽  
Elena Lilles
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Progress Monitoring

scholarly journals The Effectiveness of Repeated Reading on Increasing the Reading Fluency of Struggling Readers

2017 ◽  
Vol 2 (2) ◽  
pp. 74
Author(s):  
Ashley J. Holder
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Grade Level ◽  
Repeated Reading ◽  
First Grade ◽  
Elementary Student ◽  
Student Reading ◽  
Below Grade Level

The purpose of this study was to determine the effectiveness of repeated reading intervention for increasing the reading fluency of an elementary student reading below grade level. Measures compared the fluency of a first grade student reading below grade level after participating in a repeated training for six weeks. Assessments to determine fluency prior to and after training were conducted to evaluate the effectiveness of the repeated reading intervention on the fluency scores of the student.Results of this study, based on pre and post-assessment data, indicated that repeated readings are an effective practice for increasing the reading fluency of struggling readers. The student showed significant improvement with her reading fluency. In addition, she showed gains on her running record and oral reading fluency scores.

Form Effects on DIBELS Next Oral Reading Fluency Progress- Monitoring Passages

2012 ◽  
Vol 38 (2) ◽  
pp. 91-104 ◽  
Author(s):  
Kelli D. Cummings ◽  
Yonghan Park ◽  
Holle A. Bauer Schaper
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Progress Monitoring ◽  
Dibels Next

Variability in DIBELS Next Progress Monitoring Measures for Students at Risk for Reading Difficulties

2017 ◽  
Vol 38 (5) ◽  
pp. 272-283 ◽  
Author(s):  
Breda V. O’Keeffe ◽  
Kaitlin Bundock ◽  
Kristin L. Kladis ◽  
Rui Yan ◽  
Kat Nelson
Keyword(s):  
At Risk ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Progress Monitoring ◽  
Reading Difficulties ◽  
Average Growth ◽  
Dibels Next ◽  
Lower Variability ◽  
Linear Growth Model

Previous research on curriculum-based measurement of oral reading fluency (CBM ORF) found high levels of variability around the estimates of students’ fluency; however, little research has studied the issue of variability specifically with well-designed passage sets and a sample of students who scored below benchmark for the purpose of progress monitoring. We examined the variability in oral reading fluency score slopes due to passage and student characteristics using DIBELS Next progress monitoring passages over 4 weeks using a hierarchical linear growth model. Participants included second-, third-, and fourth-grade students identified as at risk for reading difficulties. The results showed an average growth rate of approximately 1 correctly read word per minute per week, with considerably lower variability than shown in previous research with less controlled passage sets and/or higher performing student samples. Implications for practice are discussed, including procedural recommendations for administrators and teachers.

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