Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 5 |
Descriptor
| Elementary School Students | 5 |
| Grade 3 | 5 |
| Oral Reading | 5 |
| Reading Comprehension | 4 |
| Reading Fluency | 3 |
| Grade 2 | 2 |
| Instructional Effectiveness | 2 |
| Accuracy | 1 |
| Achievement Gains | 1 |
| Achievement Gap | 1 |
| Age Differences | 1 |
| More ▼ | |
Source
| Psychology in the Schools | 5 |
Author
Publication Type
| Journal Articles | 5 |
| Reports - Research | 5 |
Education Level
| Elementary Education | 5 |
| Grade 3 | 5 |
| Primary Education | 3 |
| Early Childhood Education | 2 |
| Grade 2 | 2 |
| Grade 1 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 2 |
| Peabody Picture Vocabulary… | 1 |
| Wechsler Individual… | 1 |
What Works Clearinghouse Rating
Peer reviewed
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
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
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
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
Sandberg Patton, Karen L.; Reschly, Amy L. – Psychology in the Schools, 2013
Summer loss of reading is a potential factor in maintaining, and potentially widening, the achievement gap. This study used curriculum-based measurement of reading (R-CBM) to investigate the effect of the summer on reading. For this study, 317 students in Grades 2 to 5 were assessed in the spring and fall using Dynamic Indicators of Basic Early…
Descriptors: Curriculum Based Assessment, Elementary School Students, Grade 2, Grade 3
