Classification Accuracy of Oral Reading Fluency and Maze in Predicting Performance on Large-Scale Reading Assessments

Autor/inn/en	Decker, Dawn M.; Hixson, Michael D.; Shaw, Amber; Johnson, Gloria
Titel	Classification Accuracy of Oral Reading Fluency and Maze in Predicting Performance on Large-Scale Reading Assessments
Quelle	In: Psychology in the Schools, 51 (2014) 6, S. 625-635Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21773
Schlagwörter	Forschungsbericht; Classification; Oral Reading; Accuracy; Reading Fluency; Middle School Students; Reading Tests; School Districts; Intervention; Predictor Variables + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lesetest; School district; Schulbezirk; Prädiktor
Abstract	The purpose of this study was to examine whether using a multiple-measure framework yielded better classification accuracy than oral reading fluency (ORF) or maze alone in predicting pass/fail rates for middle-school students on a large-scale reading assessment. Participants were 178 students in Grades 7 and 8 from a Midwestern school district. The multiple-measure framework yielded classification accuracy rates that were either similar to, or better than, the individual predictors. Specificity was improved using a combined measure of ORF and maze versus individual predictors alone. Educational implications for identifying students in need of reading intervention are discussed. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10