Orthographic Knowledge and Reading Fluency among within Word Pattern Spellers in Grades 2-5

Autor/inn/en	Negrete, Sarah; Bear, Donald R.
Titel	Orthographic Knowledge and Reading Fluency among within Word Pattern Spellers in Grades 2-5
Quelle	In: Reading Psychology, 40 (2019) 8, S.814-848 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Negrete, Sarah) ORCID (Bear, Donald R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2019.1674433
Schlagwörter	Orthographic Symbols; Reading Fluency; Word Recognition; Spelling; Elementary School Students; Language Proficiency; Reading Achievement; Reading Rate; Criterion Referenced Tests; Reading Tests; Curriculum Based Assessment + Suchen Sie Ihr Suchwort? Worterkennung; Schreibweise; Language skill; Language skills; Sprachkompetenz; Leseleistung; Reading readiness; Reading speed; Lesegeschwindigkeit; Lesetest
Abstract	This study investigated relationships among the reading fluency, word recognition, language background, and reading achievement in second through fifth graders. Among the 250 students sampled, 70% were within word pattern (WWP) spellers. These WWP stage spellers were remarkably similar in reading, regardless of grade and Limited English Proficient designation. Years in school did not compensate for orthographic development in reading rate and word recognition. There were significant differences in reading rates for 1-min and passage rates (?p 2 = 0.34) for students in this stage, and criterion referenced test pass rates were associated with Curriculum-Based Measure norms for reading rate. Implications for instruction are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01