Work

Modeling oral reading fluency development in Latino students: A longitudinal study across second and third grade.

Year: 2009

Type: article

Abstract: = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities.

Source: Journal of Educational Psychology

DOI: 10.1037/a0014698

Authors: Stephanie Al Otaiba, Yaacov Petscher, N. Eleni Pappamihiel, Rihana S. Williams, Allison K. Dyrlund, Carol Connor

Institutions: Florida State University, University of North Carolina Wilmington, Georgia State University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development