The Relation of Word Reading Fluency Initial Level and Gains with Reading Outcomes

Autor/inn/en	Smith, Jean Louise M.; Cummings, Kelli D.; Nese, Joseph F. T.; Alonzo, Julie; Fien, Hank; Baker, Scott K.
Titel	The Relation of Word Reading Fluency Initial Level and Gains with Reading Outcomes
Quelle	In: School Psychology Review, 43 (2014) 1, S.30-40 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Reading Fluency; Reading Comprehension; Grade 1; Elementary School Students; Reading Achievement; Achievement Gains; Reading Skills; Achievement Tests; Standardized Tests; Correlation; Statistical Analysis; Multiple Regression Analysis; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Leseverstehen; School year 01; 1. Schuljahr; Schuljahr 01; Leseleistung; Achievement gain; Leistungssteigerung; Reading skill; Lesefertigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Korrelation; Statistische Analyse
Abstract	The purpose of this research brief is to present results from a study investigating the relation between word reading fluency (both initial level and fall-winter gain scores), passage reading fluency, and reading comprehension. Word reading fluency data were collected in the fall and winter; outcome measures were administered in the spring of Grade 1 (N = 150 students). We found that both initial level and gains on the word reading fluency measure predicted important reading outcomes in Grade 1 and that the impact of gains was attenuated for students with strong initial skills. These findings are consistent with previous research on fluency-based measures of early reading skill. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01