Relationship between Second Grade Oral Reading Fluency and Third Grade Reading

Autor/inn/en	Salvador, Samantha Kane; Schoeneberger, Jason; Tingle, Lynne; Algozzine, Bob
Titel	Relationship between Second Grade Oral Reading Fluency and Third Grade Reading
Quelle	In: Assessment in Education: Principles, Policy & Practice, 19 (2012) 3, S.341-356 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2011.613368
Schlagwörter	Reading Comprehension; Reading Fluency; Reading Achievement; Emergent Literacy; Grade 3; Grade 2; Oral Reading; Predictor Variables; Interviews; Stakeholders; Ethnicity; Performance Based Assessment; At Risk Students; Achievement Gains; Comparative Analysis; Comparative Testing; Accountability; Disadvantaged; Correlation; Prediction; United States + Suchen Sie Ihr Suchwort? Leseverstehen; Leseleistung; Frühleseunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Prädiktor; Interviewing; Interviewtechnik; Ethnizität; Leistungsermittlung; Achievement gain; Leistungssteigerung; Verantwortung; Korrelation; Vorhersage; USA
Abstract	Oral reading fluency is a critical feature and outcome of early literacy instruction and it has amassed great attention as a powerful predictor of success at all levels of schooling. We examined relationships between second grade oral reading fluency scores and third grade end-of-grade reading achievement scores for students (N = 9562) in a large school district in the United States. Stakeholder interviews were also conducted. In our model, oral reading fluency and reading comprehension scores were moderately correlated; oral reading fluency was the strongest predictor of subsequent achievement, followed by ethnicity; growth on oral reading fluency was not strongly associated with end-of-grade performance; and greater than 90% of students classified as "at risk" on benchmark assessments performed poorly on third grade assessments. Stakeholders believed that oral reading fluency testing was not necessary above selected levels of proficiency. We discuss implications of our findings for future research and practice. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10