A Review of the Test of Silent Contextual Reading Fluency

Autor/inn/en	Traylor, Tera B.; Price, Katherine W.; Meisinger, Elizabeth B.
Titel	A Review of the Test of Silent Contextual Reading Fluency
Quelle	In: Canadian Journal of School Psychology, 26 (2011) 1, S.75-79 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573510391642
Schlagwörter	Reading Comprehension; Intervention; Silent Reading; Reading Fluency; School Psychologists; Interrater Reliability; Reading Skills; Language Skills; Reading Instruction; Reading Tests; Identification; Educational Psychology; Foreign Countries; Elementary Secondary Education; Adult Education; Canada + Suchen Sie Ihr Suchwort? Leseverstehen; Stilles Lesen; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Interrater-Reliabilität; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Leseunterricht; Lesetest; Identifikation; Identifizierung; Erziehungspsychologie; Pädagogische Psychologie; Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kanada
Abstract	The Test of Silent Contextual Reading Fluency (TOSCRF; Hammill, Wiederholt, & Allen, 2006), as its name implies, is designed to measure contextualized silent reading fluency in students aged 7 to 18. Its purposes are to identify good and poor readers, to measure contextual fluency, and to monitor reading development. The TOSCRF measures how quickly students can determine individual words within a series of passages that increase in difficulty. The passages progress from the preprimer up through the adult level; the content, vocabulary, and grammar within the passages become increasingly complex. As the TOSCRF involves so many different aspects of reading (i.e., fluency, word identification, reading comprehension), it can be used as a screener of general reading skill. The test can be administered quickly and efficiently to large groups of students for the purpose of screening for children for reading problems. The TOSCRF has four equivalent forms, which also allows the measure to be used for monitoring reading progress. The coefficients for alternate form, test-retest, and interrater reliability are sufficient and provide appropriate reliability evidence for the TOSCRF. Though validity is generally strong, some questions concerning its evidence remain unanswered. Future studies should address the usefulness of the TOSCRF in predicting future reading performance and sensitivity to treatment. In sum, the TOSCRF may be a helpful addition to school psychologists and classroom teachers alike in identifying struggling readers who may benefit from an in-depth assessment and subsequent intervention strategies. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10