Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis

Fuchs, Lynn S.; Fuchs, Douglas; Hosp, Michelle K.; Jenkins, James J.

doi:10.1207/s1532799xssr0503_3

Cited by 1,183 publications

(834 citation statements)

References 32 publications

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“…Older children are asked to read increasingly difficult words. This task is robustly correlated with longer, more comprehensive measures of reading ability (Fuchs, Fuchs, Hosp, & Jenkins, 2001;Torgesen, Wagner, Rashotte, Burgess, & Hecht, 1997;Wolf & Katzir-Cohen, 2001). The Dictation subtest is a measure of basic writing and spelling skills, and involves asking young children to write letters of the alphabet, and older children to spell words read aloud.…”

Section: Methodsmentioning

confidence: 96%

Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

Massetti

Lahey

Pelham

et al. 2007

J Abnorm Child Psychol

264

195

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The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met symptom criteria for ADHD at 4-6 years of age and in 130 demographically-matched non-referred comparison children. When intelligence and other confounds were controlled, children who met modified criteria for the predominantly inattentive subtype of ADHD in wave 1 had lower reading, spelling, and mathematics scores over time than both comparison children and children who met modified criteria for the other subtypes of ADHD. In some analyses, children who met modified criteria for the combined type had somewhat lower mathematics scores than comparison children. The robust academic deficits relative to intelligence in the inattentive group in this age range suggest either that inattention results in academic underachievement or that some children in the inattentive group have learning disabilities that cause secondary symptoms of inattention. Unexpectedly, wave 1 internalizing (anxiety and depression) symptoms independently predicted deficits in academic achievement controlling ADHD, intelligence, and other predictors. KeywordsADHD; Academic achievement; learning disabilities; anxiety; depression; longitudinal outcomes One of the serious difficulties faced by youth who meet criteria for attention-deficit/ hyperactivity disorder (ADHD) is poor academic achievement (DeShazo Barry, Lyman, & Grofer Klinger, 2002;DuPaul, McGoey, Eckert, & Vanbrakle, 2001;Faraone et al., 1993;Frick et al., 1991;Lonigan et al., 1999;McGee, Williams, Share, Anderson, & Silva, 1986;Rapport, Scanlan, & Denney, 1999;Zentall, Smith, Lee, & Wieczorek, 1994). Although academic difficulties are one of the primary justifications for treating ADHD, much remains to be learned about the nature of the academic deficits of children with ADHD. Four issues are particularly important in considering the current data base regarding the academic deficits of children and adolescent with ADHD.Address all correspondence to Greta Massetti, Centers for Disease Control and Prevention, 4770 Buford Highway NE, Atlanta, GA 30341; (770) 488-1349; Fax (770) NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptFirst, because children who meet criteria for ADHD have lower intelligence scores than the population mean on average (August & Garfinkel, 1990;Faraone et al., 1993;Frazier, Demaree, & Youngstrom, 2004;Szatmari, Offord, Siegel, Finlayson, & Tuff, 1990), and because intelligence is highly correlated with standardized measures of reading and mathematics (Vanderwood, McGrew, Flanagan, & Keith, 2001), it is necessary to take intelligence into account when studying the academic achievement of children with ADHD. Similarly, because children with ADHD tend to exhibit more symptoms of psychopathology than children without ADHD, and these other forms of psychopathology may be associated with aca...

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Section: Methodsmentioning

confidence: 96%

Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

Massetti

Lahey

Pelham

et al. 2007

J Abnorm Child Psychol

264

195

View full text Add to dashboard Cite

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“…Moreover, Rasinski (2004) referred to reading fluency as the reader's ability to develop control over surface-level text processing, so that he or she can focus on understanding the deeper levels of meaning embedded in the text. Thus, fluency is not considered an end in itself but rather is seen as a crucial bridge to comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001;Prescott-Griffin & Witherell, 2004).Although most would concur that the definition of fluent reading should include expressiveness as well as quick and accurate reading, expressiveness is rarely defined. Dowhower (1991) described the expressiveness aspect of fluency as synonymous with prosody (a term that refers to appropriate phrasing, pause structures, stress, and rise and fall patterns) and emphasized the syntactically linked nature of prosody.…”

mentioning

confidence: 99%

Prosody of syntactically complex sentences in the oral reading of young children.

Miller¹,

Schwanenflugel²

2006

Journal of Educational Psychology

182

268

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Prosodic, or expressive, reading is considered to be one of the essential features of the achievement of reading fluency. The purpose of this study was to determine (a) the degree to which the prosody of syntactically complex sentences varied as a function of reading speed and accuracy and (b) the role that reading prosody might play in mediating individual differences in comprehension. Spectrographic analysis of 80 third graders' and 29 adults' reading of a syntactically complex text was carried out. Oral reading skill was measured through standardized assessments. Pitch changes (changes in fundamental frequency) and pause duration were measured for sentence-final words of basic declarative sentences, basic declarative quotatives, wh questions, and yes-no questions; words preceding commas in complex adjectival phrases; and words preceding phrase-final commas. Children who had quick and accurate oral reading had shorter and more adultlike pause structures, larger pitch declinations at the end of basic declarative sentences, and larger pitch rises at the end of yes-no questions. Furthermore, children who showed larger basic declarative sentence declinations and larger pitch rises following yes-no questions tended to demonstrate greater reading comprehension skills. Keywordsprosody; comprehension; oral reading; fluency; punctuation Over the past 3 decades, our understanding of what constitutes fluent reading has expanded considerably. What once was characterized solely by fast and accurate word recognition has grown to include a number of component skills. Although differing definitions are available, there is general agreement as to the elements of fluent reading. Fluent reading is typically defined as reading text with speed, accuracy, and proper expression (National Reading Panel, 2000). Moreover, Rasinski (2004) referred to reading fluency as the reader's ability to develop control over surface-level text processing, so that he or she can focus on understanding the deeper levels of meaning embedded in the text. Thus, fluency is not considered an end in itself but rather is seen as a crucial bridge to comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001;Prescott-Griffin & Witherell, 2004).Although most would concur that the definition of fluent reading should include expressiveness as well as quick and accurate reading, expressiveness is rarely defined. Dowhower (1991) described the expressiveness aspect of fluency as synonymous with prosody (a term that refers to appropriate phrasing, pause structures, stress, and rise and fall patterns) and emphasized the syntactically linked nature of prosody. Cowie, Douglas-Cowie, and Wichmann (2002), however, made a distinction among prosody, fluency, and expressiveness. In their research, Correspondence concerning this article should be addressed to Paula J. Schwanenflugel, Department of Educational Psychology, 325 Aderhold Hall, University of Georgia, Athens, GA 30602. E-mail: pschwan@uga.edu. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript ...

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“…Tests of oral reading fluency, as measured by timed assessments of correct words per minute, have been shown to have a strong correlation with more complex assessments, for example a correlation of 0.91 with the Reading Comprehension subtest of the Stanford Achievement Test (Fuchs et al, 2001). Poor performance on a reading comprehension tool suggests that the student had trouble with decoding, with reading fluently enough to comprehend, or with vocabulary.…”

Section: Oral Reading Fluency (Paragraph Reading) With Comprehensionmentioning

confidence: 99%

“…A number of studies have produced strong evidence that measures of oral reading fluency can be used as a proxy for reading proficiency in elementary-grade classrooms. Studies have repeatedly shown that performance on oral reading fluency measures is strongly related to reading comprehension skill (Deno, 1985;Fuchs et al, 2001;Jenkins & Jewell, 1993).…”

Section: Continuous Assessment and Curriculum-based Measuresmentioning

confidence: 99%

“…Perhaps most important, they have been described as curriculum neutral because they yield highly reliable and valid information related to predicting student performance on a variety of high-stakes tests regardless of the curriculum being implemented (Fuchs et al, 2001;Hosp & Fuchs, 2005). Thus, CBMs are well-suited for measuring progress toward more general goals, such as national standards for reading performance.…”

Section: Continuous Assessment and Curriculum-based Measuresmentioning

confidence: 99%

See 1 more Smart Citation

The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy

Gove¹,

Wetterberg²

2011

117

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The Early Grade Reading Assessment (EGRA) measures students' progress towards reading. EGRA gauges early literacy skills through a 15-minute individual oral assessment of five fundamental reading skills. RTI worked with education experts to develop the EGRA in 2006, and it has been piloted and implemented in more than 40 countries. This volume aims to take stock of the substantial amount of information and experience generated through the use of EGRA, and to share this knowledge with practitioners, policymakers, and international donors. Chapters cover not only particular applications of the instrument but also put EGRA in the context of broader issues and developments in literacy and education.

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Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis

Cited by 1,183 publications

References 32 publications

Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

Prosody of syntactically complex sentences in the oral reading of young children.

The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy

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