Studies of a Self-Administered Oral Reading Assessment

2017 ◽  
Author(s):  
Jared Bernstein ◽  
Jian Cheng ◽  
Jennifer Balogh ◽  
Elizabeth Rosenfeld
Keyword(s):  
Oral Reading ◽  
Reading Assessment

scholarly journals PERAN MEMBACA AWAL TERHADAP PEMAHAMAN BACAAN PADA SISWA KELAS IV SEKOLAH DASAR

2019 ◽  
Vol 3 (2) ◽  
pp. 333
Author(s):  
Amalia Novita Retaminingrum ◽  
Sri Tiatri ◽  
Soemiarti Patmonodewo
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Listening Comprehension ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
Reading Assessment ◽  
Early Reading ◽  
Non Fiction ◽  
Early Grade

Tujuan dari penelitian ini adalah untuk menguji peran kelancaran membaca awal terhadap pemahaman bacaan. Partisipan adalah 150 siswa kelas empat. Partisipan diberi satu set asesmen yang mencakup beberapa komponen kelancaran membaca awal dan pengukuran atas pemahaman bacaan  fiksi dan non fiksi. Kelancaran membaca awal diukur dengan Early Grade Reading Assessment yang mengukur letter name identification, segmentation (phoneme or syllables), non word reading, oral reading fluency, reading comprehension, listening comprehension, vocabulary, dan dictation.  Pemahaman bacaan fiksi dan non fiksi diukur melalui tes yang dikembangkan berdasarkan Curriculum Based Assessment dari Kurikulum 2013 Indonesia. Analisis regresi dilakukan pada penelitian ini, dan hasil penelitian menunjukkan bahwa ada dua komponen kelancaran membaca awal yang berhubungan dengan pemahaman bacaan. The goal of this study was to examine the role of early reading fluency in reading comprehension. Participants were 150 fourth-grade children. They were given an assessment that included multiple components of early reading fluency, and a fiction and non fiction text to measure their reading comprehension. For early reading fluency, this study used Early Grade Reading Assessment which measures of letter name identification, segmentation (phoneme or syllables), non word reading, oral reading fluency, reading comprehension, listening comprehension, vocabulary, and dictation. For fiction and non-fiction reading comprehension, this study use Curriculum Based Assessment from 2013 Indonesian Curriculum. Regression analyses were undertaken, the results showed that there are two component of early reading fluency which related to reading comprehension. 

What Does “Below Basic” Mean on NAEP Reading?

2021 ◽  
pp. 0013189X2110441
Author(s):  
Thomas G. White ◽  
John P. Sabatini ◽  
Sheida White
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Assessment ◽  
Achievement Level ◽  
National Assessment ◽  
Basic Level ◽  
Analyze Data

The fourth-grade 2019 National Assessment of Educational Progress (NAEP) Reading assessment shows that 34% of the nation’s students perform below the NAEP Basic level. However, because there is no achievement-level description for below Basic, educators and policymakers lack information on the nature of the reading difficulties that these students face. To help fill this gap, we analyze data from the 2018 NAEP Oral Reading Fluency study. We find that, compared with students who perform at the NAEP Basic level and above, students who perform below NAEP Basic level are much more likely to have poor oral reading fluency and word reading skills.

scholarly journals Profile of reading accuracy acquisition of students from elementary school

CoDAS ◽  
2015 ◽  
Vol 27 (3) ◽  
pp. 242-247
Author(s):  
Aparecido José Couto Soares ◽  
Maria Silvia Cárnio ◽  
Haydée Fiszbein Wertzner
Keyword(s):  
Elementary School ◽  
Oral Reading ◽  
Repeated Measures ◽  
Word Length ◽  
Reading Assessment ◽  
Learning Disorders ◽  
School Level ◽  
Reading Accuracy ◽  
The Third ◽  
Syllabic Structure

PURPOSE: To characterize the profile of reading accuracy acquisition of children from the elementary school, considering word extension and syllabic structure. METHODS: This study counted on 29 children from the third grade and 28 from the fourth grade of the Brazilian elementary school, with mean age of 8:5 and 9:3 years, respectively, who did not present learning disorders. All participants underwent oral reading assessment through texts according to each school level. The texts were analyzed considering the range of word length and syllabic structure. The performance of the students was analyzed according to the accuracy percentage concerning word length and syllabic structure. All data underwent statistical analysis. RESULTS: We noticed that the variability in the percentage increased due to the number of syllables, with more incidences of error in students from the third year. Furthermore, data pointed out greater accuracy of students from the fourth year with regard to word length and syllabic structure. Analysis of variance with repeated measures indicated interaction effect between both groups and the studied variables. CONCLUSION: This study showed evidence that word length is a strong factor to reading accuracy acquisition in Brazilian Portuguese. In addition, words with syllabic structure different from the pattern commonly seen in the Portuguese language are more difficult to be read by children of lower schooling levels.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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