The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes

Good, R. H.; Simmons, Deborah C.; Kameenui, Edward J.

doi:10.4324/9781410608246-4

Cited by 133 publications

(261 citation statements)

References 1 publication

Supporting

Mentioning

250

Contrasting

Unclassified

Order By: Relevance

“…The large impact of letter-naming fluency on word reading in Spanish may be attributable to the fact that letter names in Spanish provide clear and consistent cues to letter sounds, which is the cornerstone of the decoding of the alphabetic print. These results lend support for the current theory of reading that word reading is the results of efficient sublexical processes such as phonological awareness and letter knowledge (Good et al, 2001;LaBerge & Samuels, 1974;Wolf & Katzir-Cohen, 2001). In contrast, kindergartners' vocabulary knowledge was not related to word reading after controlling for letter-naming fluency and phonemic segmentation 2 Predicted trajectories of reading comprehension for prototypical first grade students with high (90th percentile) and low (10th percentile) vocabulary and word reading skills with nonsense word fluency, gender, and treatment conditions set to the mean application of grapheme-phoneme conversion is limited (Ricketts et al, 2007).…”

Section: Discussionsupporting

confidence: 67%

“…However, studies in English have suggested the importance of the speed as well as accuracy with which sublexical skills can be accessed (Good, Simmons, & Kame'enui, 2001;Katzir et al, 2006;Meyer & Felton, 1999;Wolf & Katzir-Cohen, 2001). Similar to the role of oral reading fluency in reading comprehension, fluency in sublexical processes frees memory and attention for word reading.…”

Section: Predictors Of Word Readingmentioning

confidence: 96%

See 1 more Smart Citation

Predictors of reading skills for kindergartners and first grade students in Spanish: a longitudinal study

Kim

Pallante²

2010

Read Writ

View full text Add to dashboard Cite

This study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners (N = 163) and first grade students (N = 305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency, but not vocabulary, were positive predictors of word reading, over time, for kindergartners. Furthermore, kindergartners with higher letter-naming fluency and phonemic segmentation fluency had a faster rate of change in word reading over time. For first graders' reading comprehension, word reading, nonsense word fluency, and vocabulary were positively and uniquely related. However, the rate of change in the reading comprehension outcome differed over time by children's level of vocabulary, nonsense word fluency, and word reading. These results suggest that code-related skills are important for word reading, but vocabulary might not have a direct, unique relation with word reading in a transparent orthography. In addition, phonological decoding fluency appears to contribute to reading comprehension even over and above word reading accuracy in Spanish.

show abstract

Section: Discussionsupporting

confidence: 67%

Section: Predictors Of Word Readingmentioning

confidence: 96%

Predictors of reading skills for kindergartners and first grade students in Spanish: a longitudinal study

Kim

Pallante²

2010

Read Writ

View full text Add to dashboard Cite

show abstract

“…In previous studies, alternate-form reliability coefficients of different reading passages from the same level of difficulty have ranged from 0.89 to 0.94 (Good & Kaminski, 2002). In Oregon, the correlation between ORF and the Oregon Assessment of Knowledge and Skills (OAKS) reading measure at the end of third grade was reported as 0.67 (Good, Simmons, & Kame'enui, 2001). In this study, we used ORF scores in the beginning, the middle, and the end of the year in second and third grades.…”

Section: Oral Reading Fluency (Orf)mentioning

confidence: 99%

The reading performance of English learners in grades 1–3: the role of initial status and growth on reading fluency in Spanish and English

2010

View full text Add to dashboard Cite

The purposes of this study were to (a) examine the developmental patterns in pseudoword reading and oral reading fluency in Spanish and English for Spanish-speaking English learners (ELs) in grades 1-3, and (b) investigate whether initial status and growth rates in reading fluency in Spanish and English, significantly predicted reading comprehension within languages and across languages. Participants were 173 Spanish-speaking ELs in first grade, 156 ELs in second grade, and 142 ELs in third grade across four schools providing a paired bilingual reading program. Results of hierarchical linear modeling indicated different patterns of reading growth in Spanish and English across measures and across grades. ELs at the beginning of first grade had higher scores on pseudoword reading in Spanish than in English and had a higher rate of growth on Spanish pseudoword reading. In second and third grades, initial scores on oral reading fluency were comparable in both languages, but oral reading fluency growth rates were higher in English than in Spanish. Results from regression and path analysis indicated that student initial scores and growth on reading fluency were strong and direct predictors of their reading comprehension within the same language, but not across different languages.

show abstract

“…That is, ORF improved the prediction of fourth-grade reading comprehension beyond what was accounted for by third-graders' PC and their component reading abilities of word accuracy, oral language, and word speed. These findings suggest that ORF, even in very easy text, taps something beyond important component reading processes, perhaps the ability to integrate these processes in a fast, effortless manner (Fuchs et al, 2001;Good et al, 2001;Wolf & Katzir-Cohen, 2001).…”

Section: Answering the Study Questionsmentioning

confidence: 94%

Children’s Reading Comprehension and Oral Reading Fluency in Easy Text

Spear-Swerling

2006

Read Writ

View full text Add to dashboard Cite

This study explored third-graders' oral reading fluency (ORF) in easy text in relation to their third-and fourth-grade reading comprehension. It also examined the children's performance on two different measures of text exposure, a self-report questionnaire and a title-recognition test. Although third-graders' ORF related significantly to their reading comprehension, oral language comprehension accounted for most of the variance in reading comprehension, whereas single word reading speed accounted for most of the variance in ORF. Third-grade reading comprehension and ORF each predicted unique variance in children's scores on a fourth-grade state-mandated reading comprehension assessment. Scores on the self-report questionnaire correlated significantly with third-grade ORF and fourth-grade reading; the self-report accounted for reliable variance in ORF even with all of the other reading ability variables entered first. Results are consistent with the viewpoint that text exposure affects reading fluency. They also demonstrate that ORF is a valuable predictor of middle-elementary children's reading comprehension, even when the ORF measure employs very easy text in which children achieve near-perfect word accuracy.

show abstract

The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes

Cited by 133 publications

References 1 publication

Predictors of reading skills for kindergartners and first grade students in Spanish: a longitudinal study

Predictors of reading skills for kindergartners and first grade students in Spanish: a longitudinal study

The reading performance of English learners in grades 1–3: the role of initial status and growth on reading fluency in Spanish and English

Children’s Reading Comprehension and Oral Reading Fluency in Easy Text

Contact Info

Product

Resources

About