The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students

Autor/inn/en	Barth, Amy E.; Tolar, Tammy D.; Fletcher, Jack M.; Francis, David
Titel	The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students
Quelle	In: Journal of Educational Psychology, 106 (2014) 1, S.162-180 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0033826
Schlagwörter	Oral Reading; Reading Fluency; Middle School Students; Reading Difficulties; Sight Vocabulary; Phonological Awareness; Decoding (Reading); Verbal Ability; Reading Ability; Instructional Program Divisions; Gender Differences; Difficulty Level; Literary Genres; Reading Processes; Statistical Significance; Scaling; Discourse Modes; Intelligence Tests; Reading Tests; Grade 6; Grade 7; Grade 8; Kaufman Brief Intelligence Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading difficulty; Leseschwierigkeit; Dekodierung; Mündliche Leistung; Reading competence; Lesekompetenz; Geschlechterkonflikt; Schwierigkeitsgrad; Literarische Form; Scale construction; Skalenkonstruktion; Diskursethik; Intelligence test; Intelligenztest; Lesetest; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level of reading ability, grade, gender) and text features (passage difficulty, length, genre, and language and discourse attributes) on the oral reading fluency of a sample of middle-school students in Grades 6-8 (N = 1,794). Students who were struggling (n = 704) and typically developing readers (n = 1,028) were randomly assigned to read five 1-min passages from each of 5 Lexile bands (within student range of 550 Lexiles). A series of multilevel analyses showed that student and text characteristics contributed uniquely to oral reading fluency rates. Student characteristics involving sight word reading efficiency and level of decoding ability accounted for more variability than reader type and verbal knowledge, with small, but statistically significant effects of grade and gender. The most significant text feature was passage difficulty level. Interactions involving student text characteristics, especially attributes involving overall ability level and difficulty of the text, were also apparent. These results support views of the development of oral reading fluency that involve interactions of student and text characteristics and highlight the importance of scaling for passage difficulty level in assessing individual differences in oral reading fluency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01