Literaturnachweis - Detailanzeige
| Autor/inn/en | Wise, Justin C.; Sevcik, Rose A.; Morris, Robin D.; Lovett, Maureen W.; Wolf, Maryanne; Kuhn, Melanie; Meisinger, Beth; Schwanenflugel, Paula |
|---|---|
| Titel | The Relationship between Different Measures of Oral Reading Fluency and Reading Comprehension in Second-Grade Students Who Evidence Different Oral Reading Fluency Difficulties |
| Quelle | In: Language, Speech, and Hearing Services in Schools, 41 (2010) 3, S.340-348 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0161-1461 |
| DOI | 10.1044/0161-1461(2009/08-0093) |
| Schlagwörter | Reading Comprehension; Intervention; Reading Fluency; Program Effectiveness; Grade 2; Oral Reading; Data Analysis; Evaluation Methods |
| Abstract | Purpose: The purpose of this study was to examine whether different measures of oral reading fluency relate differentially to reading comprehension performance in two samples of second-grade students: (a) students who evidenced difficulties with nonsense-word oral reading fluency, real-word oral reading fluency, and oral reading fluency of connected text (ORFD), and (b) students who evidenced difficulties only with oral reading fluency of connected text (CTD). Method: Participants (ORFD, n = 146 and CTD, n = 949) were second-grade students who were recruited for participation in different reading intervention studies. Data analyzed were from measures of nonsense-word oral reading fluency, real-word oral reading fluency, oral reading fluency of connected text, and reading comprehension that were collected at the pre-intervention time point. Results: Correlational and path analyses indicated that real-word oral reading fluency was the strongest predictor of reading comprehension performance in both samples and across average and poor reading comprehension abilities. Conclusion: Results of this study indicate that real-word oral reading fluency was the strongest predictor of reading comprehension and suggest that real-word oral reading fluency may be an efficient method for identifying potential reading comprehension difficulties. (As Provided). |
| Anmerkungen | American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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