Reliability of Ratings of Children’s Expressive Reading

Moser, Gary P.; Sudweeks, Richard R.; Morrison, Timothy G.; Wilcox, Bradford P.

doi:10.1080/02702711.2012.675417

Cited by 22 publications

(17 citation statements)

References 19 publications

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“…Although the sample did not come from the current study, the strong Kappa suggests that the researchers are highly capable of accurately scoring young readers' prosody. A more recent study confirmed the reliability of ratings of fourth grade students' expressive reading using the MFS (Moser, Sudweeks, Morrison, & Wilcox, ).…”

Section: Methodsmentioning

confidence: 69%

Readers Theatre: effects on word recognition automaticity and reading prosody

Young

Rasinski

2017

Journal Research in Reading

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In this quasi-experimental study, the researchers examined the effects of implementing Readers Theatre in a second grade classroom, comprised of seven and eight-year-old students. The 70 subjects were chosen as a non-probability sample from two different classes and served as the treatment (n = 29) and comparison (n = 41) groups. A repeated measures analysis of variance revealed statistically significant interaction and time effects. The post hoc analysis of simple effects indicated that the Readers Theatre treatment yielded larger effects on word recognition automaticity and prosody. Practical implications of this study suggest that consistent implementation of Readers Theatre in grade two classrooms can have a large impact on students' reading fluency. What is already known about this topic• Readers Theatre can increase students' reading fluency • Readers Theatre is an engaging classroom activity What this paper adds• This presents a more rigorous analysis of Readers Theatre's effect on reading fluency • This is the first Readers Theatre study to conduct inferential analyses involving a control and treatment group • This is the first Readers Theatre article that compares mean difference effect sizes Implications for theory, policy or practice• Readers Theatre has a large effect on word recognition automaticity • Readers Theatre has a large effect on reading prosody • Students in classrooms that utilise Readers Theatre demonstrate greater gains in fluency than those classes who do not use Readers Theatre

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Section: Methodsmentioning

confidence: 69%

Readers Theatre: effects on word recognition automaticity and reading prosody

Young

Rasinski

2017

Journal Research in Reading

View full text Add to dashboard Cite

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“…These four indicators are summed to form one overall rating of prosody with possible scores ranging from 4 to 16. The MDFS has been shown to be a valid and reliable assessment of prosody with the inter-rater reliability ranging from .86 to .98 (Moser, Sudweeks, Morrison, & Wilcox, 2014; Rasinski, 1985; Rasinski et al, 2009).…”

Section: Methodsmentioning

confidence: 99%

Interpreting the Relationships Among Prosody, Automaticity, Accuracy, and Silent Reading Comprehension in Secondary Students

Paige

Rasinski

Magpuri-Lavell

et al. 2014

Journal of Literacy Research

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Although identified as a critical component of proficient reading in the primary grades, reading fluency (word recognition accuracy, automaticity, and prosody) is often viewed as less important beyond the early stages of reading acquisition. In the present study, 108 ninth-grade students were assessed to explore the relationships among word recognition accuracy, automaticity, prosody, and vocabulary with silent reading comprehension. Results found large correlations among the variables while regression analysis revealed that accuracy, prosody, and vocabulary explained from 50.1% to 52.7% of the variance in silent reading comprehension. Of note were the findings that word recognition automaticity did not contribute to silent reading comprehension although prosody was found to act as a partial mediator between automaticity and comprehension. Accuracy, automaticity, and prosody were found to form a highly reliable scale reflecting oral reading fluency. These findings contribute to the growing body of evidence suggesting that secondary students exhibiting appropriate prosody experience advantages in comprehension processing. The tandem theory of reading is introduced to explain the relationship between automaticity and comprehension.

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“…The MDFS has been found to be a valid and reliable tool for assessing reading fluency with two particularly rigorous studies reporting reliability coefficients well above the accepted norm of 0.80 [84][85][86]. Moser, Sudweeks, Morrison, and Wilcox studied two raters who scored 144 readings of 36 fourth-grade students [87]. Each student read two narrative and two informational passages.…”

Section: Reading Prosodymentioning

confidence: 99%

Academic Vocabulary and Reading Fluency: Unlikely Bedfellows in the Quest for Textual Meaning

Paige

Smith

2018

Education Sciences

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Academic vocabulary is the specialized language used to communicate within academic settings. The Coxhead (2000) taxonomy is one such list that identifies 570 headwords representing academic vocabulary. Researchers have hypothesized that students possessing greater fluent reading skills are more likely to benefit from exposure to vocabulary due to greater amounts of time spent reading (Nagy and Stahl, 2007; Stanovich, 1986). In this study of 138 sixth- and seventh-grade students, we assess academic vocabulary, indicators of fluent reading, and silent reading comprehension to gain insight into relationships between the three. Our results found that reading rate mediates the relationship between academic vocabulary and reading comprehension, accounting for nearly one-third of the explained variance. Using simple slope analysis, we identified a threshold suggesting the point where reading rate exerts a neutral effect on reading comprehension beyond which vocabulary learning is no longer hindered.

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Reliability of Ratings of Children’s Expressive Reading

Cited by 22 publications

References 19 publications

Readers Theatre: effects on word recognition automaticity and reading prosody

Readers Theatre: effects on word recognition automaticity and reading prosody

Interpreting the Relationships Among Prosody, Automaticity, Accuracy, and Silent Reading Comprehension in Secondary Students

Academic Vocabulary and Reading Fluency: Unlikely Bedfellows in the Quest for Textual Meaning

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