Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

Autor/inn/en	Wanzek, Jeanne; Al Otaiba, Stephanie; Petscher, Yaacov
Titel	Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities
Quelle	In: Exceptional Children, 80 (2014) 2, S.187-204 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/001440291408000204
Schlagwörter	Reading Fluency; Oral Reading; Reading Skills; Emotional Disturbances; Learning Disabilities; Grade 2; Grade 3; Elementary School Students; Comparative Analysis; Gender Differences; Statistical Analysis; Standardized Tests; Reading Difficulties; Florida; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading skill; Lesefertigkeit; Gefühlsstörung; Learning handicap; Lernbehinderung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Geschlechterkonflikt; Statistische Analyse; Standadised tests; Standardisierter Test; Reading difficulty; Leseschwierigkeit
Abstract	This study used a large statewide database to examine the oral reading fluency development of second- and third-grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were administered to 185,367 students without disabilities (general education), 2,146 students identified with an emotional disturbance, and 10,339 students with a learning disability. Student status and growth trends were examined in a piecewise model at each grade level for the full sample as well as for a subsample with reading difficulties. Data suggested students with disabilities performed significantly below students without disabilities in initial status and growth. The authors also examined gender as a moderator of outcomes for each of the study groups. (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01