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Evaluating Passage and Order Effects of Oral Reading Fluency Passages in Second Grade: A Partial Replication
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Chaparro, Erin A.; Stoolmiller, Mike; Park, Yonghan; Baker, Scott K.; Basaraba, Deni; Fien, Hank; Smith, Jean L. Mercier – Assessment for Effective Intervention, 2018
Progress monitoring has been adopted as an integral part of multi-tiered support systems. Oral reading fluency (ORF) is the most established assessment for progress-monitoring purposes. To generate valid trend lines or slopes, ORF passages must be of equivalent difficulty. Recently, however, evidence indicates that ORF passages are not equivalent,…
Descriptors: Reading Fluency, Reading Tests, Grade 2, Difficulty Level
Using School-Level Student Achievement to Engage in Formative Evaluation: Comparative School-Level Rates of Oral Reading Fluency Growth Conditioned by Initial Skill for Second Grade Students
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Cummings, Kelli D.; Stoolmiller, Michael L.; Baker, Scott K.; Fien, Hank; Kame'enui, Edward J. – Reading and Writing: An Interdisciplinary Journal, 2015
We present a method for data-based decision making at the school level using student achievement data. We demonstrate the potential of a national assessment database [i.e., the University of Oregon DIBELS Data System (DDS)] to provide comparative levels of school-level data on average student achievement gains. Through the DDS as a data source,…
Descriptors: Academic Achievement, Formative Evaluation, Achievement Gains, Bayesian Statistics
The Reading Performance of English Learners in Grades 1-3: The Role of Initial Status and Growth on Reading Fluency in Spanish and English
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Baker, Doris Luft; Park, Yonghan; Baker, Scott K. – Reading and Writing: An Interdisciplinary Journal, 2012
The purposes of this study were to (a) examine the developmental patterns in pseudoword reading and oral reading fluency in Spanish and English for Spanish-speaking English learners (ELs) in grades 1-3, and (b) investigate whether initial status and growth rates in reading fluency in Spanish and English, significantly predicted reading…
Descriptors: Reading Comprehension, Reading Fluency, Reading, Reading Programs
Effects of Reading Comprehension on Passage Fluency in Spanish and English for Second-Language Learners
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Baker, Doris Luft; Stoolmiller, Mike; Good, Roland H., III; Baker, Scott K. – School Psychology Review, 2011
We empirically examined the effect of reading comprehension on passage fluency in English and Spanish in the context of Cummins interdependence hypothesis (1979) and Perfetti's blueprint of the General Components of Reading (1999). Participants were 96 second-grade English learners being taught to read in Spanish and English. Measures in both…
Descriptors: Reading Comprehension, Reading Fluency, Structural Equation Models, School Psychologists
Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools
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Baker, Scott K.; Smolkowski, Keith; Katz, Rachell; Fien, Hank; Seeley, John R.; Kame'enui, Edward J.; Beck, Carrie Thomas – School Psychology Review, 2008
The purpose of this study was to examine oral reading fluency (ORF) in the context of a large-scale federal reading initiative conducted in low performing, high poverty schools. The objectives were to (a) investigate the relation between ORF and comprehensive reading tests, (b) examine whether slope of performance over time on ORF predicted…
Descriptors: Poverty, Reading Fluency, School Psychologists, Grade 1
Using Nonsense Word Fluency to Predict Reading Proficiency in Kindergarten through Second Grade for English Learners and Native English Speakers
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Fien, Hank; Baker, Scott K.; Smolkowski, Keith; Smith, Jean L. Mercier; Kame'enui, Edward J.; Beck, Carrie Thomas – School Psychology Review, 2008
This study examined the validity of Nonsense Word Fluency as an index of beginning reading proficiency for students in kindergarten through second grade. Validity evidence for Nonsense Word Fluency is addressed in the context of research-based instructional practices implemented on a large scale. Technical adequacy data are presented for all…
Descriptors: Reading Difficulties, Early Reading, Beginning Reading, School Psychologists