A Preliminary Investigation of Visual Goal Markers to Prompt Fluent Oral Reading

Mason, Lee; Rivera, Christopher J.; Spencer, Trina D.; O’Keeffe, Breda V.; Petersen, Douglas B.; Slocum, Timothy A.

doi:10.1002/pits.21888

Cited by 2 publications

(1 citation statement)

References 55 publications

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“…In both studies, Tau-U A vs. B – trend A was not associated with the same ceiling effects as other measures of nonoverlap without trend control. Perhaps due to these benefits, Tau-U A vs. B – trend A is growing in use within SCD intervention studies (Klingbeil, Moeyaert, et al, 2017; Mason et al, 2016; Saddler, Asaro-Saddler, Moeyaert, & Ellis-Robinson, 2016), and within meta-analytic syntheses of SCD research targeting academic outcomes (e.g., Bowman-Perrott et al, 2013; Guzman, Goldberg, & Swanson, 2017).…”

Section: Types Of Effect Sizes In Scd Researchmentioning

confidence: 99%

Evaluating Tau-U With Oral Reading Fluency Data and the Impact of Measurement Error

et al. 2018

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Recently, researchers have argued that using quantitative effect sizes in single-case design (SCD) research may facilitate the identification evidence-based practices. Indices to quantify nonoverlap are among the most common methods for quantifying treatment effects in SCD research. Tau-U represents a family of effect size indices that were developed to address criticisms of previously developed measures of nonoverlap. However, more research is necessary to determine the extent to which Tau-U successfully addresses proposed limitations of other nonoverlap methods. This study evaluated Tau-U effect sizes, derived from multiple-baseline designs, where researchers used curriculum-based measures of reading (CBM-R) to measure reading fluency. Specifically, we evaluated the distribution of the summary Tau-U statistic when applied to a large set of CBM-R data and assessed how the variability inherent in CBM-R data may influence the obtained Tau-U values. Findings suggest that the summary Tau-U statistic may be susceptible to ceiling effects. Moreover, the results provide initial evidence that error inherent in CBM-R scores may have a small but meaningful influence on the obtained effect sizes. Implications and recommendations for research and practice are discussed.

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Section: Types Of Effect Sizes In Scd Researchmentioning

confidence: 99%

Evaluating Tau-U With Oral Reading Fluency Data and the Impact of Measurement Error

et al. 2018

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Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research

Grønli,

Walgermo,

McTigue

et al. 2024

Educ Psychol Rev

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Teachers’ feedback is critical for student learning, particularly during oral reading, where it supports skill development and fosters students' agency and reader identity. However, research has yet to provide clear recommendations for effective classroom feedback. This critical-constructive review aims to achieve two objectives: to present evidence of effective feedback strategies for reading development and to explore the theoretical foundations of feedback in oral reading. The review analyzes twenty-four empirical studies (1995–2022) on effects of teachers’ feedback in K–5 settings. Findings reveal significant variability in effective feedback types and content, making clear-cut generalizations challenging and emphasizing the need for a nuanced understanding of feedback's influence on fluency, motivation and engagement. While many studies utilized theoretical frameworks, their limited diversity constrains our understanding of students' emotional, cognitive, and behavioral responses to feedback, highlighting a gap in research that often prioritizes reading processes over the role of feedback. This study discusses the potential for integrating feedback and reading development theories to better align interventions with contemporary understandings. By adopting a more comprehensive approach, we can inform teaching strategies that support reading development and redefine how we assist young readers. Additionally, the study offers an example and approach for aligning theory across the different phases of performing empirical research, with implications that extend beyond the current review.

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A Preliminary Investigation of Visual Goal Markers to Prompt Fluent Oral Reading

Cited by 2 publications

References 55 publications

Evaluating Tau-U With Oral Reading Fluency Data and the Impact of Measurement Error

Evaluating Tau-U With Oral Reading Fluency Data and the Impact of Measurement Error

Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research

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