Literaturnachweis - Detailanzeige
| Autor/inn/en | Morris, Darrell; Trathen, Woodrow; Frye, Elizabeth M.; Kucan, Linda; Ward, Devery; Schlagal, Robert; Hendrix, Mary |
|---|---|
| Titel | The Role of Reading Rate in the Informal Assessment of Reading Ability |
| Quelle | In: Literacy Research and Instruction, 52 (2013) 1, S.52-64 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-8071 |
| DOI | 10.1080/19388071.2012.702188 |
| Schlagwörter | Accuracy; Reading Improvement; Informal Assessment; Word Recognition; Reading Comprehension; Oral Reading; Elementary School Students; Reading Diagnosis; Reading Rate; Reading Ability; Rural Areas; Predictor Variables; Reading Fluency; Role; North Carolina |
| Abstract | This article, which focuses on oral reading rate, reports findings from a large assessment study in rural North Carolina. Students in grades 2 to 6 were assessed on the following measures: isolated word recognition (timed and untimed); oral reading accuracy, reading rate, and reading comprehension. Overall, the results (1) support traditional "instructional-level" criteria in reading diagnosis (e.g., word recognition-timed = 75%; oral reading accuracy = 95%); (2) provide tentative oral reading rate minimums for each grade level, 2 through 6; and (3) suggest that a word recognition-in-isolation measure, if timed (1/2 second), is an excellent predictor of oral reading rate or fluency. Practical implications accompany each of these findings. (Contains 4 tables.) (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 |
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