Work

What’s in a Word? Analyzing Students’ Oral Reading Fluency to Inform Instructional Decision-Making

Year: 2025

Type: article

Abstract: Students with reading disabilities require instruction and intensive intervention targeted to their current learning needs. Through data-based instruction, educators can monitor student’s performance and make adjustments to instruction to better address student needs using both progress monitoring and diagnostic assessment. This article provides educators with a systematic approach to using error analysis of oral reading fluency data as a diagnostic tool to guide instructional decision-making. Additionally, it examines potential causes of word reading errors—such as phonemic, orthographic, morphemic, or high-frequency word challenges—and offers educator strategies for adapting and intensifying instruction based on individual student error patterns.

Source: Intervention in School and Clinic

DOI: 10.1177/10534512251314361

Authors: Jessica R. Toste, Sally K. Fluhler, Emily A. Farris, Brennan W. Chandler

Institutions: The University of Texas at Austin, 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: hybrid

Estimated APC paid: $3,650