Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study across Second and Third Grade

Autor/inn/en	Al Otaiba, Stephanie; Petscher, Yaacov; Pappamihiel, N. Eleni; Williams, Rihana S.; Dyrlund, Allison K.; Connor, Carol
Titel	Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study across Second and Third Grade
Quelle	In: Journal of Educational Psychology, 101 (2009) 2, S.315-329 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0014698
Schlagwörter	Reading Fluency; Effect Size; Grade 3; Grade 2; Oral Reading; Hispanic American Students; English (Second Language); Bilingual Education; Monolingualism; Special Education; Learning Disabilities; Intervention + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingual teaching; Bilingualer Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung
Abstract	This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities. (Contains 6 tables and 3 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10