Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools

Autor/inn/en	Baker, Scott K.; Smolkowski, Keith; Katz, Rachell; Fien, Hank; Seeley, John R.; Kame'enui, Edward J.; Beck, Carrie Thomas
Titel	Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools
Quelle	In: School Psychology Review, 37 (2008) 1, S.18-37 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Poverty; Reading Fluency; School Psychologists; Grade 1; Grade 2; Grade 3; Reading Instruction; Oral Reading; Low Achievement; High Stakes Tests; Prediction; Reading Tests; Reading Achievement + Suchen Sie Ihr Suchwort? Armut; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Leseunterricht; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Unterdurchschnittliche Leistung; Vorhersage; Lesetest; Leseleistung
Abstract	The purpose of this study was to examine oral reading fluency (ORF) in the context of a large-scale federal reading initiative conducted in low performing, high poverty schools. The objectives were to (a) investigate the relation between ORF and comprehensive reading tests, (b) examine whether slope of performance over time on ORF predicted performance on comprehensive reading tests over and above initial level of performance, and (c) test how well various models of ORF and performance on high stakes reading tests in Year 1 predicted performance on high-stakes reading tests in Year 2. Subjects were four cohorts of students in Grades 1-3, with each cohort representing approximately 2,400 students. Results support the use of ORF in the early grades to screen students for reading problems and monitor reading growth over time. The use of ORF in reading reform and implications for school psychologists are discussed. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10