Growth on Oral Reading Fluency Measures as a Function of Special Education and Measurement Sufficiency

Autor/inn/en	Tindal, Gerald; Nese, Joseph F. T.; Stevens, Joseph J.; Alonzo, Julie
Titel	Growth on Oral Reading Fluency Measures as a Function of Special Education and Measurement Sufficiency
Quelle	In: Remedial and Special Education, 37 (2016) 1, S.28-40 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932515590234
Schlagwörter	Reading Fluency; Oral Reading; Reading Skills; Measures (Individuals); Progress Monitoring; Response to Intervention; Learning Disabilities; Hierarchical Linear Modeling; Special Education; Grade 3; Grade 4; Grade 5; Elementary School Students; Demography; Reading Achievement; Student Evaluation + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading skill; Lesefertigkeit; Messdaten; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Demografie; Leseleistung; Schulnote; Studentische Bewertung
Abstract	For 30 years, researchers have investigated oral reading fluency as a measure of growth in reading proficiency. Yet, little research has been done with these measures in the context of progress monitoring in Tier 2 systems. First, we document teachers' progress-monitoring decisions on type of passage (on-grade or off-grade) and how often to administer them. Then, we use a two-level hierarchical linear model to document the effects on both intercept and slope as a function of student special education status and measurement sufficiency. Across Grades 3 to 5, teachers diagnostically document student performance with different grade-level measures and also target a group of Tier 2 students to monitor early and systematically throughout the year. This latter group starts out much lower but has a significantly different slope than those for whom progress monitoring is more diagnostic and infrequent. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01