The Effect of Reading Duration on the Reliability and Validity of Middle School Students' ORF Performance

Autor/inn/en	Barth, Amy E.; Stuebing, Karla K.; Fletcher, Jack M.; Denton, Carolyn A.; Vaughn, Sharon; Francis, David
Titel	The Effect of Reading Duration on the Reliability and Validity of Middle School Students' ORF Performance
Quelle	In: Assessment for Effective Intervention, 40 (2014) 1, S.53-64 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508414545643
Schlagwörter	Middle School Students; Reading Fluency; Reading Tests; Reading Difficulties; Correlation; Reading Comprehension; Measures (Individuals); Validity; Reliability; At Risk Students; Oral Reading; Demography; Statistical Distributions; Accuracy; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lesetest; Reading difficulty; Leseschwierigkeit; Korrelation; Leseverstehen; Messdaten; Gültigkeit; Reliabilität; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Demografie; Wahrscheinlichkeitsverteilung
Abstract	We evaluated the technical adequacy of oral reading fluency (ORF) probes in which 1,472 middle school students with and without reading difficulties read fluency probes for 60 s versus reading the full passage. Results suggested that the reliability of 60-s probes (rs = 0.75) was not substantively different than full passage probes (rs = 0.77) among struggling readers and typically developing readers in Grades 6 to 8. The correlation of 60-s and the full passage probes with norm-referenced measures of ORF ranged from 0.32 to 0.83, and the correlation with norm-referenced measures of reading comprehension ranged from 0.32 to 0.54, indicating that both measures were moderately valid and adequate for use among middle school students. Last, full passage probes with sensitivity rates ranging from 0.40 to 0.45 were only slightly more sensitive for identifying at-risk readers than 60-s probes, with sensitivity rates ranging from 0.36 to 0.40, suggesting that the full passage probes identified a slightly higher percentage of at-risk students with reading difficulties. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10