Oral Reading Fluency as a Predictor of Reading Comprehension with American Indian and White Elementary Students

Autor/inn/en	Pearce, Lee R.; Gayle, Richard
Titel	Oral Reading Fluency as a Predictor of Reading Comprehension with American Indian and White Elementary Students
Quelle	In: School Psychology Review, 38 (2009) 3, S.419-427 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Reading Comprehension; School Restructuring; Reading Fluency; Oral Reading; American Indians; Educational Improvement; Federal Programs; Predictive Validity; Educational Indicators; Educational Administration; Grade 3; Decision Making + Suchen Sie Ihr Suchwort? Leseverstehen; Schulreformplan; Schulumwandlung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; American Indian; Indianer; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Bildungsverwaltung; Schuladministration; Schulverwaltung; School year 03; 3. Schuljahr; Schuljahr 03; Decision-making; Entscheidungsfindung
Abstract	The use of curriculum-based measures for the purpose of school-wide screening and progress monitoring of reading within school reform processes has been discussed extensively in the literature over the past several years. Little has been done, however, in terms of evaluating the predictive bias of these measures across ethnic groups, particularly with the American Indian student. The purpose of this study was to evaluate the predictive validity of oral reading fluency on a state measure of adequate yearly progress between White and American Indian third-grade students. The results suggested oral reading fluency is a robust predictor of reading comprehension across both cohorts, although significant differences were noted within the separate predictive models. Discussion regarding the implications of these findings within school-based decision making is undertaken. (Contains 4 tables.) (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