Comparing Oral Reading Fluency Growth to Elementary-Level Students’ Pre-Assessment Disposition
Year: 2013
Type: article
Abstract: Reading is an essential skill; however, the majority of elementary-aged students are not performing at grade level. This is problematic because poor reading is a significant risk factor for dropping out of high school. A number of demographic factors have been associated with students’ reading performance, including sex, socioeconomic status, and race/ethnicity. Educators use a number of measures to assess students’ reading performance. One screening measure, curriculum-based measurement in reading (CBM-R), is a time- and cost-efficient tool to assess elementary-aged students’ oral reading fluency. However, a number of research studies have shown that students’ performance on CBM-R assessments may be influenced by contextual factors, including who conducts the assessment, where the assessment is conducted, and whether or not the assessment is timed. The impact of students’ pre-assessment disposition on CBM-R scores has yet to be sufficiently examined. The purpose of this study was to investigate whether a combined model, which included demographic factors (i.e. sex, socioeconomic status) and a contextual factor, (i.e. student disposition) significantly predicted variance in students’ oral reading fluency growth. A standard multiple regression was conducted and results demonstrated that the combined model of sex, socioeconomic status, and disposition significantly predicted variance in students’ oral reading fluency growth. F (4, 35) = 3.35, p = .02. Sex on its own was found to be a significant predictor of variance in students’ oral reading fluency growth, but disposition was not. There was a positive correlation between sex and oral reading fluency growth (r = .44, p = .004) and a positive correlation between disposition and oral reading fluency growth (r = .38, p = .010). The link between disposition and oral reading fluency growth should not be ignored. Educators should consider this link prior to conducting and interpreting reading assessments.
Author: Katie Flatley
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W354946185