Publication Date
In 2025 | 0 |
Since 2024 | 3 |
Since 2021 (last 5 years) | 18 |
Since 2016 (last 10 years) | 54 |
Since 2006 (last 20 years) | 99 |
Descriptor
Grade 2 | 115 |
Grade 3 | 115 |
Oral Reading | 115 |
Reading Fluency | 73 |
Elementary School Students | 69 |
Grade 1 | 46 |
Grade 4 | 42 |
Reading Comprehension | 36 |
Reading Tests | 36 |
Reading Achievement | 32 |
Reading Skills | 31 |
More ▼ |
Source
Author
Publication Type
Education Level
Grade 2 | 93 |
Elementary Education | 91 |
Grade 3 | 90 |
Primary Education | 68 |
Early Childhood Education | 65 |
Grade 1 | 41 |
Grade 4 | 35 |
Intermediate Grades | 28 |
Grade 5 | 17 |
Kindergarten | 14 |
Middle Schools | 14 |
More ▼ |
Location
Florida | 8 |
North Carolina | 3 |
California | 2 |
Georgia | 2 |
Michigan | 2 |
Minnesota | 2 |
New York | 2 |
Oregon | 2 |
Pennsylvania | 2 |
Wisconsin | 2 |
Arizona | 1 |
More ▼ |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 2 |
Elementary and Secondary… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Does not meet standards | 1 |
Steiner, Lilly M.; Hindin, Alisa; Rizzuto, Kerry Carley – Early Childhood Education Journal, 2022
The purpose of this study was to examine children's reading performance and parents' use of reading support strategies throughout their participation in a family literacy program. In the program sessions, parents learned strategies to promote discussions around reading and strategies to support children at the word level. The program occurred in a…
Descriptors: Parent Child Relationship, Reading Achievement, Reading Instruction, Reading Strategies
Garret J. Hall; David C. Parker; Peter M. Nelson; Sophia N. Putzeys – Remedial and Special Education, 2024
We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 U.S. students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention…
Descriptors: Family Involvement, Elementary School Students, Reading Instruction, Intervention
Sarah D. Reid – ProQuest LLC, 2022
The purpose of this qualitative research study was to investigate primary teachers' perspectives about whole-class read-alouds with diverse children's literature (DCL) and their practices for implementing and conducting them. This multiple and instrumental case study drew from critical sociocultural perspectives. Five primary teachers (grades K-3)…
Descriptors: Elementary School Teachers, Teacher Attitudes, Kindergarten, Grade 1
Young-Suk Grace Kim; Callie Little; Yaacov Petscher; Christian Vorstius – Grantee Submission, 2022
Eye movements provide a sensitive window into cognitive processing during reading. In the present study, we investigated beginning readers' longitudinal changes in temporal and spatial measures of eye movements during oral versus silent reading, the extent to which variation in eye movements is attributable to individual differences and text…
Descriptors: Eye Movements, Beginning Reading, Oral Reading, Silent Reading
Kim, Young-Suk Grace; Quinn, Jamie M.; Petscher, Yaacov – Journal of Educational Psychology, 2021
We investigated the dimensionality of various indicators of reading prosody, and the relations of word reading and listening comprehension to the identified dimension(s) of reading prosody, using longitudinal data from Grades 1 to 3. A total of 371 English-speaking children were assessed on oral text reading, word reading, and listening…
Descriptors: Suprasegmentals, Oral Reading, Listening Comprehension, Elementary School Students
Kirsten J. Truman; Ethan R. Van Norman; David A. Klingbeil; Madeline C. Schmitt; Peter M. Nelson; David C. Parker – Assessment for Effective Intervention, 2024
Relatively little is known regarding post-intervention reading fluency outcomes for English learners (ELs) in comparison with non-EL peers, yet educators must be prepared to sustain growth for all students transitioning to less-intensive tiers of support. The purpose of this study was to investigate whether EL status moderated post-intervention…
Descriptors: English Language Learners, Second Language Learning, Oral Reading, Reading Fluency
Nese, Joseph F. T.; Kamata, Akihito – School Psychology, 2021
Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the United States as a strong indicator of comprehension and overall reading achievement, but has several limitations including errors in administration and large standard errors of measurement. The purpose of this study is to compare scoring methods and passage…
Descriptors: Curriculum Based Assessment, Oral Reading, Reading Fluency, Reading Tests
Song, Ziming; Liang, Xiaowei; Wang, Yongsheng; Yan, Guoli – Reading and Writing: An Interdisciplinary Journal, 2021
There is no obvious boundary information in Chinese reading. It has been shown that the introduction of word boundary information presented with alternating colors without changing the text distribution could significantly improve the reading speed of Chinese children in grade 2 (Perea and Wang in Mem Cognit 45(7):1160-1170, 2017.…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Grade 3
Tsegaw, Sisay Ayalew – Journal of Education, 2023
The aim of this study was to examine the impact of Reading for Ethiopia's Achievement Developed Community Outreach (READ CO) project intervention on students' oral reading fluency, reading comprehension, academic achievements, and listening comprehension. It also aimed at identifying the students and teachers' awareness and practices about the…
Descriptors: Foreign Countries, Reading Achievement, Reading Programs, Community Programs
Nese, Joseph F. T. – AERA Open, 2022
Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students' response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading…
Descriptors: Reading Tests, Oral Reading, Reading Fluency, Curriculum Based Assessment
Domingue, Benjamin W.; Dell, Madison; Lang, David; Silverman, Rebecca; Yeatman, Jason; Hough, Heather – AERA Open, 2022
Education has faced unprecedented disruption during the COVID pandemic. Understanding how students have adapted as we have entered a different phase of the pandemic and some communities have returned to more typical schooling will inform a suite of policy interventions and subsequent research. We use data from an oral reading fluency (ORF)…
Descriptors: COVID-19, Pandemics, Oral Reading, Reading Fluency
Nese, Joseph F. T. – Grantee Submission, 2022
Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students' response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading…
Descriptors: Reading Tests, Oral Reading, Reading Fluency, Curriculum Based Assessment
Domingue, Benjamin W.; Hough, Heather J.; Lang, David; Yeatman, Jason – Policy Analysis for California Education, PACE, 2021
We use data from oral reading fluency (ORF) assessments to examine COVID-19's effects on children's ORF in over 100 U.S. school districts. Students' development of ORF largely stopped in spring 2020 following the onset of the COVID-19 pandemic. In fall 2020, students' gains in reading were stronger and similar to prepandemic rates. However, fall…
Descriptors: COVID-19, Pandemics, Oral Reading, Reading Fluency
Solomon, Benjamin G.; Forsberg, Ole J.; Thomas, Monelle; Penna, Brittney; Weisheit, Katherine M. – Assessment for Effective Intervention, 2022
Bayesian regression has emerged as a viable alternative for the estimation of curriculum-based measurement (CBM) growth slopes. Preliminary findings suggest such methods may yield improved efficiency relative to other linear estimators and can be embedded into data management programs for high-frequency use. However, additional research is needed,…
Descriptors: Oral Reading, Reading Fluency, Bayesian Statistics, Accuracy
Jerae Kelly; Kelli Cummings – Reading Psychology, 2024
Theory of Mind (ToM) is a skill of social cognition recently of interest to literacy researchers. This article presents initial findings from a pilot study investigating the use of ToM to teach theme identification and theme statement formation to beginning readers who are less-skilled in comprehension. The authors designed a brief, 1:1 listening…
Descriptors: Theory of Mind, Inferences, Childrens Literature, Reading Instruction