ClassWide Peer Tutoring: Two Experiments Investigating the Generalized Relationship Between Increased Oral Reading Fluency and Reading Comprehension

Self Cite

Reading comprehension rate (RCR) is a direct measure of reading skills that may be useful in formatively evaluating students reading beyond the fourth-grade level. To investigate the concurrent validity of RCR, we correlated RCR, reading comprehension level (RCL), and words correct per minute (WC/M) with the Broad Reading Cluster Scores of the Woodcock-Johnson III Tests of Achievement (WJ-III ACH ) across 88 students in 4th, 5th, and 10th grades. Results showed that aloud-RCR was significantly correlated with the WJ-III ACH scores for 4th-grade (r ϭ .90; n ϭ 22), 5th-grade (r ϭ .87; n ϭ 29), and 10th-grade (r ϭ .65; n ϭ 37) students. Regression analysis specified a one-predictor model for 4th-grade students (aloud-RCR), a twopredictor model for 5th-grade students (WC/M and aloud-RCR), and a one-predictor model for 10th-grade students (WC/M). Discussion focuses on directions for future research and applied issues related to RCR probe passage development.

Section: Discussionmentioning

confidence: 99%

A preliminary investigation of the concurrent validity of reading comprehension rate: A direct, dynamic measure of reading comprehension

Neddenriep

Hale

Skinner³

et al. 2007

Self Cite

“…Therefore, researchers adapted their measurement procedure and incorporated time under each condition over the number of comprehension questions correct. Again, this strategy for comparing comprehension rates (comprehension levels per time spent under the reading condition) has been used by previous researchers to calculate learning rates (e.g., Freeland, Skinner, Jackson, McDaniel, & Smith, 2000;Hale et al, 2005;Neddenriep, Skinner, Wallace, & McCallum, 2008;Skinner, Robinson, Adamson, Atchison, & Woodward, 1998). Schisler and colleagues used cumulative recordings of questions answered correctly per minute of instructional time to produce time series graphs that allow for visual comparisons of learning rates across conditions (see Cates et al, 2003).…”

Section: Measuring Learning Rates: the Three Comparative Effectivenesmentioning

confidence: 98%

Applied comparative effectiveness researchers must measure learning rates: A commentary on efficiency articles

Skinner

2009

Self Cite

Almost all academic skills deÞcits can be conceptualized as learning rate problems as students are not failing to learn, but not learning rapidly enough. Thus, when selecting among various possible remedial procedures, educators need an evidence base that indicates which procedure results in the greatest increases in learning rates. Previous research is reviewed that shows how failure to measure learning rates can lead to erroneous conclusions regarding the relative effectiveness of interventions. Different procedures for measuring learning rates are described and cautions regarding the interpretation of these learning rate data are provided. The article concludes with a plea for all researchers to include measures of learning rates in their applied studies. C 2009 Wiley Periodicals, Inc.If learning researchers hope to improve practitioners' attempts to prevent and remedy learning problems, they must change their behavior. As it is, researchers who are attempting to validate and compare strategies and procedures designed to promote learning may be unintentionally disseminating misleading information promoting interventions that hinder student development because they are neglecting to measure learning rates (Cates et al., 2003;Joseph & Nist, 2006;Nist & Joseph, 2008;Skinner, 1998Skinner, , 2008Skinner, BelÞore, & Watson, 1995;Skinner, Fletcher, & Henington, 1996). AN APPLIED EXAMPLEBramlett, Cates, Savina, and Lauinger (2010) found that most of the researchers investigating learning procedures have not precisely measured the amount of time spent learning. To underscore how critical it is to measure time spent learning, consider the following example. A researcher, using the theoretical and applied evidence base, develops a procedure for remedying spelling problems, the Evidence-Based Spelling Intervention (EBSI). The EBSI is a multicomponent strategy that requires students to perform the following steps:1. First, the student must look at the word, close his eyes, and picture the word in his "minds eye" (visualization). 2. Next, the student must write the word 6 times using paper and pencil (repeated practice). 3. Next, the student must write the word 6 times by tracing the word in sand (using tactile and kinesthetic senses). 4. Next, the student must spell the word 6 times by selecting tiles (using selection responses). 5. Next, the student must Þnd the word listed in a word-Þnd puzzle 6 times, left to right, right to left, top to bottom, bottom to top, and both directions diagonally (often found in spelling workbooks). 6. Next, the student must use chalk to draw the word on the playground cement and then walk along the line, tracing the word with his feet (children like to be active).Assume that an evaluation of the EBSI is conducted. As Bramlett and colleagues (2010) found, this evaluation is unlikely to include an evaluation of learning rates. Rather, researchers implement several almost perfect "true" experiments and conclude that this multicomponent intervention

“…Researchers using within‐subjects, repeated‐measures designs to evaluate interventions have found that RCR measures have been reliable and sensitive enough to detect intervention effects and compare the effects of different interventions (Freeland, Jackson, & Skinner, 1999; Freeland, Skinner, Jackson, McDaniel, & Smith, 2000; Hale et al, 2005; McDaniel et al, 2001; Neddenriep, Skinner, Wallace, & McCallum, 2009; Williams & Skinner, 2004). The first psychometric study of RCR showed that the measure correlated significantly with Broad Reading Cluster (BRC) scores and subtest scores of the Woodcock–Johnson III Tests of Achievement (WJ‐III) in 4th‐, 5th‐, and 10th‐grade students (Neddenriep et al, 2007).…”

Section: Face and Concurrent Validity Of Reading Rate Measuresmentioning

confidence: 99%

Words correct per minute: The variance in standardized reading scores accounted for by reading speed

Williams

Skinner

Floyd

et al. 2010

Self Cite

The measure words correct per minute (WC/M) incorporates a measure of accurate aloud word reading and a measure of reading speed. The current article describes two studies designed to parse the variance in global reading scores accounted for by reading speed. In Study I, reading speed accounted for more than 40% of the reading composite score variance in 4th-, 5th-, and 10th-grade students. In Study II, reading speed accounted for more than 30% of the reading/language arts composite score variance of fourth-and fifth-grade students. Across both studies, when reading speed was combined with words read correctly and converted to WC/M the additional variance accounted for was less than 10% with one exception, fourth-grade students' reading/language arts scores. These findings are consistent with various theories regarding reading speed, provide direction for future researchers, and may assuage those concerned that WC/M is primarily a measure of aloud, accurate word reading (i.e., word calling). C