Analysis of Reading Fluency and Comprehension Measures for Fourth Grade Students. Technical Report # 27

Autor/inn/en	Alonzo, Julie; Tindal, Gerald
Institution	University of Oregon, Behavioral Research and Teaching (BRT)
Titel	Analysis of Reading Fluency and Comprehension Measures for Fourth Grade Students. Technical Report # 27
Quelle	(2004), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Reading Comprehension; Reading Fluency; Reading Achievement; Grade 4; Elementary School Students; Correlation; Reading Tests; Oral Reading; Written Language; Oral Language; Urban Schools; Gender Differences; Socioeconomic Status; Federal Legislation; Educational Legislation; Low Income Groups; Minority Groups; At Risk Students; Racial Differences; State Standards; Disabilities; Vocabulary; English (Second Language); Error Patterns + Suchen Sie Ihr Suchwort? Leseverstehen; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; Korrelation; Lesetest; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Geschriebene Sprache; Oral interpretation; Mündlicher Sprachgebrauch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Bundesrecht; Bildungsrecht; Schulgesetz; Ethnische Minderheit; Rassenunterschied; Handicap; Behinderung; Wortschatz; English as second language; English; Second Language; Englisch als Zweitsprache; Fehlertyp
Abstract	The No Child Left Behind Act of 2001 has increased the role of assessment in K-12 education. Designed to ensure that all students meet high academic standards, the law currently requires states receiving Title I funds to test all children annually in reading and math in grades 3 through 8 and report student performance disaggregated by poverty, race and ethnicity, disability, and limited English proficiency. By the 2005-06 school year, tests must be expanded to include at least one year between grades 10-12, and by 2007-08, states must also include science assessments at least once in grades 3-5, grades 6-9, and grades 10-12. The law requires states to set annual measurable objectives to track student progress towards reaching proficiency, with the ultimate goal that "all groups of students--including low-income students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency--reach proficiency within 12 years". This report summarizes the spring 2003, fourth-grade reading achievement data from 29 different schools in an urban school district in the Pacific Northwest. The original data set contained 1,290 students, but some students were missing data in some but not all of the dependent variable measures, so the total sample size used for different analyses varies by measure. Item Analysis for District Reading Test, Selected Response: Forms A and B is appended. (Contains 17 tables.) (ERIC).
Anmerkungen	Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10