Development of Oral Reading Fluency in Young Children at Risk for Failure

2008 ◽  
Vol 13 (4) ◽  
pp. 402-425 ◽  
Author(s):  
Chuang Wang ◽  
Erik Porfeli ◽  
Bob Algozzine
Keyword(s):  
At Risk ◽  
Young Children ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Children At Risk

Initial Progress of Children Identified with Disabilities in Michigan's Reading First Schools

2008 ◽  
Vol 74 (2) ◽  
pp. 235-256 ◽  
Author(s):  
Lauren A. Katz ◽  
C. Addison Stone ◽  
Joanne F. Carlisle ◽  
Douglas Lyman Corey ◽  
Ji Zeng
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Longitudinal Study ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Reading Skills ◽  
Reading First ◽  
Instructional Support ◽  
Specific Dimension

This 2-year longitudinal study examined initial evidence of progress in reading for 1,512 children with and without identified speech-language and/or learning disabilities (LD-SLD) in the context of the explicit literacy instruction provided in Michigan's Reading First (RF) schools. The findings suggested that children with LD-SLD labels demonstrated significantly slower growth compared to children without LD-SLD labels. Children considered more at risk also demonstrated slower progress in oral reading fluency (but not reading comprehension) compared to children considered less at risk. Implications are discussed in relationship to the extent of instructional support needed by children identified as LD-SLD in the mainstream, and in terms of the specific dimension of reading skills as a criterion.

Data Mountain: Self-Monitoring, Goal Setting, and Positive Attributions to Enhance the Oral Reading Fluency of Elementary Students With or At-Risk for Reading Disabilities

2021 ◽  
pp. 002221942110434
Author(s):  
Lisa Didion ◽  
Jessica R. Toste
Keyword(s):  
At Risk ◽  
Goal Setting ◽  
Hierarchical Linear Modeling ◽  
Reading Fluency ◽  
Oral Reading ◽  
Reading Disabilities ◽  
Oral Reading Fluency ◽  
Opportunity To Learn ◽  
Self Determination ◽  
Self Monitoring

Data Mountain is a self-determination program that has shown early promise in enhancing the oral reading fluency (ORF) of students with or at-risk for reading disabilities (RD). This program supports self-determined learning behaviors through explicit teaching of self-monitoring, goal setting, and positive attributions. The present study tested the effects of Data Mountain on the ORF of 81 students with or at-risk for RD in second through fifth grades, randomly assigned to one of three conditions: Data Mountain delivered in small groups, Data Mountain delivered individually, or a comparison condition. Results from hierarchical linear modeling indicated that treatment students read an average of 31 more words per minute with a growth rate twice that of comparison students ( p < .01). The transferable possibilities of Data Mountain to provide students with an opportunity to learn self-determination skills and support ORF is significant to the field of special education.

Variability in DIBELS Next Progress Monitoring Measures for Students at Risk for Reading Difficulties

2017 ◽  
Vol 38 (5) ◽  
pp. 272-283 ◽  
Author(s):  
Breda V. O’Keeffe ◽  
Kaitlin Bundock ◽  
Kristin L. Kladis ◽  
Rui Yan ◽  
Kat Nelson
Keyword(s):  
At Risk ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Progress Monitoring ◽  
Reading Difficulties ◽  
Average Growth ◽  
Dibels Next ◽  
Lower Variability ◽  
Linear Growth Model

Previous research on curriculum-based measurement of oral reading fluency (CBM ORF) found high levels of variability around the estimates of students’ fluency; however, little research has studied the issue of variability specifically with well-designed passage sets and a sample of students who scored below benchmark for the purpose of progress monitoring. We examined the variability in oral reading fluency score slopes due to passage and student characteristics using DIBELS Next progress monitoring passages over 4 weeks using a hierarchical linear growth model. Participants included second-, third-, and fourth-grade students identified as at risk for reading difficulties. The results showed an average growth rate of approximately 1 correctly read word per minute per week, with considerably lower variability than shown in previous research with less controlled passage sets and/or higher performing student samples. Implications for practice are discussed, including procedural recommendations for administrators and teachers.

Creation and Validation of German Oral Reading Fluency Passages With Immersion Language Learners

2020 ◽  
pp. 153450842097246 ◽  
Author(s):  
Kirsten W. Newell ◽  
Jessie Kember ◽  
Gesa Zinn
Keyword(s):  
At Risk ◽  
Psychometric Properties ◽  
Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
German Language ◽  
Cut Scores ◽  
English Reading

This brief report summarizes the development and psychometric properties of German reading fluency passages as compared to English reading fluency passages for immersion language learners. Results indicated that scores from German language reading fluency passages alone were (a) somewhat less reliable than scores from English publisher-developed passages, (b) similarly valid measures of reading when compared to scores from English reading fluency passages, and (c) more accurate than publisher-provided English cut-scores, but not as accurate as locally developed English cut-scores in the identification of at-risk readers.

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