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Direct linkKocaarslan, Mustafa – Psychology in the Schools, 2022
The aim of this study was to illuminate the relationships between the three components of oral reading fluency, sustained attention, working memory, and text comprehension in typically developing third-grade students (N = 140). The findings of hierarchical regression analysis reveal that speed, accuracy, and prosody together significantly…
Descriptors: Oral Reading, Reading Fluency, Attention Control, Short Term Memory
Fite, Nathan M.; Morrison, Julie Q.; Hawkins, Renee O.; Newman, Christa; Rojas-Guyler, Liliana – Psychology in the Schools, 2021
This study employed an alternating treatment design with a baseline for three English learners in an urban Midwestern middle school to investigate the utility of a culturally adaptive intervention package called Preview-Review. Participants were provided with a scripted bilingual preview of conceptual and contextual information relating to the…
Descriptors: English Language Learners, Middle School Students, Urban Schools, Culturally Relevant Education
Hammerschmidt-Snidarich, Stephanie M.; Maki, Kathrin E.; Adams, Sarah R. – Psychology in the Schools, 2019
Repeated reading (RR) is a common fluency intervention, but recent studies comparing RR to continuous reading (CR; i.e., wide reading) found no significant differences in effects. This prompts the question of whether the mechanism that improves skills is repeatedly reading portions of connected text, or simply reading connected text. The current…
Descriptors: Reading Instruction, Repetition, Reading Fluency, Intervention
Stevenson, Nathan A.; Reed, Deborah K.; Tighe, Elizabeth L. – Psychology in the Schools, 2016
To provide timely and effective supports for students reading below grade level, schools require methods for quickly and accurately identifying those students in need. One method for identifying those students is through universal screening. Assessments such as oral reading fluency (ORF) and Maze reading comprehension are commonly used as…
Descriptors: Special Education, Middle School Students, Socioeconomic Status, Oral Reading
Munger, Kristen A.; Blachman, Benita A. – Psychology in the Schools, 2013
The purpose of this study was to examine the validity evidence of first-grade Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for predicting third-grade reading comprehension scores. We used the "simple view" of reading as the theoretical foundation for examining the extent to which DIBELS subtest scores predict…
Descriptors: Reading Comprehension, Reading Tests, Emergent Literacy, Grade 1
Burns, Matthew K.; Kwoka, Heather; Lim, Becky; Crone, Melissa; Haegele, Katherine; Parker, David C.; Petersen, Shawna; Scholin, Sarah E. – Psychology in the Schools, 2011
The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade-appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension…
Descriptors: Grade 2, Oral Reading, Reading Fluency, Reading Comprehension
Bellinger, Jillian M.; DiPerna, James C. – Psychology in the Schools, 2011
This study examined the reliability and validity of scores on a fluency-based measure of reading comprehension. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS; 6th ed. revised) Retell Fluency (RTF), Oral Reading Fluency (DORF), and Woodcock Johnson III NU Tests of Achievement (WJ-III NU ACH) Reading Comprehension measures were…
Descriptors: Reading Comprehension, Reading Fluency, Emergent Literacy, Story Telling
Schisler, Rebecca; Joseph, Laurice M.; Konrad, Moira; Alber-Morgan, Sheila – Psychology in the Schools, 2010
The purpose of this study was to compare the instructional effectiveness and efficiency of oral retelling, written retelling, and passage review comprehension strategies on third-grade students' accuracy and rate of answering reading comprehension questions. A modified alternating treatment design was used to compare the effects of oral retelling,…
Descriptors: Reading Strategies, Reading Comprehension, Oral Reading, Grade 3
McCallum, R. Steve; Sharp, Shannon; Bell, Sherry Mee; George, Thomas – Psychology in the Schools, 2004
Seventy-four students read passages from an individually administered test of reading comprehension (a subtest from the "Test of Dyslexia," a test of reading and related abilities currently in development; McCallum & Bell, 2001), and then answered literal and inferential questions. Students were randomly assigned to one of two…
Descriptors: Silent Reading, Reading Ability, Oral Reading, Multivariate Analysis
