Creation and Validation of German Oral Reading Fluency Passages With Immersion Language Learners

2020 ◽  
pp. 153450842097246 ◽  
Author(s):  
Kirsten W. Newell ◽  
Jessie Kember ◽  
Gesa Zinn
Keyword(s):  
At Risk ◽  
Psychometric Properties ◽  
Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
German Language ◽  
Cut Scores ◽  
English Reading

This brief report summarizes the development and psychometric properties of German reading fluency passages as compared to English reading fluency passages for immersion language learners. Results indicated that scores from German language reading fluency passages alone were (a) somewhat less reliable than scores from English publisher-developed passages, (b) similarly valid measures of reading when compared to scores from English reading fluency passages, and (c) more accurate than publisher-provided English cut-scores, but not as accurate as locally developed English cut-scores in the identification of at-risk readers.

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.

LONGITUDINAL PREDICTION OF 1ST AND 2ND GRADE ENGLISH ORAL READING FLUENCY IN ENGLISH LANGUAGE LEARNERS: WHICH EARLY READING AND LANGUAGE SKILLS ARE BETTER PREDICTORS?

2013 ◽  
Vol 51 (2) ◽  
pp. 126-142 ◽  
Author(s):  
Emily J. Solari ◽  
Terese C. Aceves ◽  
Ignacio Higareda ◽  
Cara Richards-Tutor ◽  
Alexis L. Filippini ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
English Language ◽  
Language Skills ◽  
Early Reading

Psychometric Properties of the Student Risk Screening Scale: An Effective Tool for Use in Diverse Urban Elementary Schools

2010 ◽  
Vol 35 (4) ◽  
pp. 231-239 ◽  
Author(s):  
Wendy Peia Oakes ◽  
Kaitlin S. Wilder ◽  
Kathleen Lynne Lane ◽  
Lisa Powers ◽  
Lynn T. K. Yokoyama ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Psychometric Properties ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Discipline Referrals ◽  
Risk Screening ◽  
Discipline Referral ◽  
Student Risk ◽  
Screening Scale

The authors examined the psychometric properties of the Student Risk Screening Scale, as used in three ethnically, culturally, and economically diverse urban midwestern elementary schools. The results suggest strong internal consistency (α = .81—.82) and test-retest stability ( r = .86). Initial ratings of risk as measured by the Student Risk Screening Scale were statistically significant in predicting year-end office discipline referral rates and springtime oral reading fluency scores. Students with higher levels of risk at the onset of the academic year were likely to end the year with moderately higher rates of office discipline referrals and low to moderately lower oral reading fluency proficiency levels. Limitations and future directions are offered.

Data Mountain: Self-Monitoring, Goal Setting, and Positive Attributions to Enhance the Oral Reading Fluency of Elementary Students With or At-Risk for Reading Disabilities

2021 ◽  
pp. 002221942110434
Author(s):  
Lisa Didion ◽  
Jessica R. Toste
Keyword(s):  
At Risk ◽  
Goal Setting ◽  
Hierarchical Linear Modeling ◽  
Reading Fluency ◽  
Oral Reading ◽  
Reading Disabilities ◽  
Oral Reading Fluency ◽  
Opportunity To Learn ◽  
Self Determination ◽  
Self Monitoring

Data Mountain is a self-determination program that has shown early promise in enhancing the oral reading fluency (ORF) of students with or at-risk for reading disabilities (RD). This program supports self-determined learning behaviors through explicit teaching of self-monitoring, goal setting, and positive attributions. The present study tested the effects of Data Mountain on the ORF of 81 students with or at-risk for RD in second through fifth grades, randomly assigned to one of three conditions: Data Mountain delivered in small groups, Data Mountain delivered individually, or a comparison condition. Results from hierarchical linear modeling indicated that treatment students read an average of 31 more words per minute with a growth rate twice that of comparison students ( p < .01). The transferable possibilities of Data Mountain to provide students with an opportunity to learn self-determination skills and support ORF is significant to the field of special education.

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