Literaturnachweis - Detailanzeige
| Autor/inn/en | Wanzek, Jeanne; Roberts, Greg; Linan-Thompson, Sylvia; Vaughn, Sharon; Woodruff, Althea L.; Murray, Christy S. |
|---|---|
| Titel | Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading Comprehension |
| Quelle | In: Assessment for Effective Intervention, 35 (2010) 2, S.67-77 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-5084 |
| DOI | 10.1177/1534508409339917 |
| Schlagwörter | Reading Comprehension; Reading Fluency; Reading Achievement; Predictive Validity; Achievement Tests; Oral Reading; Norm Referenced Tests; High Stakes Tests; Correlation; Followup Studies; Elementary School Students; Predictive Measurement; Texas |
| Abstract | The current study examined the predictive validity of oral reading fluency measures across first, second, and third grades for two reading achievement measures at the end of third grade. Oral reading fluency measures were administered to students from first grade to third. The "Texas Assessment of Knowledge and Skills" and the "Stanford Achievement Test" were also administered in the third grade. Oral reading fluency was a reliable predictor of student success on both measures. Data suggest that greater student growth in oral reading fluency is needed through the grade levels to ensure high probabilities of success on the nationally normed measure, as compared to what is needed for the state-normed measure. Implications for practice and future research are discussed. (Contains 6 tables and 1 figure.) (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 | 2017/4/10 |
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