This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade…

In this technical report, data are presented on the predictive and concurrent relation between various student demographic variables (gender, race/ethnicity, special education status, Title 1 status, English language learning status, and economic disadvantage) and three reading easyCBMs (passage reading fluency, vocabulary, and multiple-choice…

This article describes the use of curriculum-based measurement, specifically oral reading fluency, as a tool for monitoring students' overall reading achievement. A brief overview of curriculum-based measurement is provided as well as a description of procedures for collecting and graphing data. A case study illustrates the application of…

Prosodic, or expressive, reading is considered to be one of the essential features of the achievement of reading fluency. The purpose of this study was to determine (a) the degree to which the prosody of syntactically complex sentences varied as a function of reading speed and accuracy and (b) the role that reading prosody might play in mediating…

The purpose of this study was to compare the cognitive abilities and selected achievement performance of females and males across the lifespan on standardization samples of broad cognitive abilities in 1987 participants (1102 females, 885 males) from the WJ III, 4253 participants (2014 males, 2239 females) from the WJ-R, and 4225 participants…

Nearly 40% of America's fourth-grade students are below the basic level in reading. Creating opportunities for practice to build reading accuracy and speed (i.e., fluency) is an important link between word decoding and passage comprehension. The purpose of this study was to combine several empirically validated reading interventions into an…

Children who fail to become fluent readers by the end of the primary grades are likely to achieve below same-age peers throughout their school careers. With growing use of curriculum-based measures (CBMs), it is easier to identify those students who are achieving below same-age peers. Moreover, a process of conducting individualized assessment and…

This study investigates the effectiveness of multiple fluency interventions on a single subject in grade three. Fluency interventions, including choral reading, echo reading, repeated reading, audio book modeling, and teacher modeling were implemented over a period of eight weeks. Results indicated that using multiple fluency strategies, rather…

Schools taking part in the federal Reading First program are showing significant progress in boosting students' reading fluency and comprehension, according to state-reported data compiled and released by the U.S. Department of Education last week. In releasing for the first time detailed, multiyear data on how Reading First schools are performing…

Reviews the research on the relationship of metacognition to fluent reading and offers techniques for developing knowledge of and fluency in reading. (AEA)

Assesses some phonological tasks of well compensated, high-functioning dyslexics, aged 18, whose reading ability had improved to within one standard deviation of the normal population. Compares them with matched controls. Finds they performed well on word recognition tests but worse on nonword reading and spelling, and worse (in terms of speed) on…

Fourth graders (N=173) were administered curriculum-based oral reading fluency measures. A growth curve analysis was conducted to determine the relationship between students' slope in oral reading fluency and the Washington Assessment of Student Learning (WASL) reading assessment. Analyses showed statistically reliable cut-scores based on…

Examines the relationship between teachers' judgments versus actual performance on curriculum-based measures in reading was examined. Correlations between teacher judgment measures and student performance found that teachers were accurate reporters of student performance levels in reading. However, some questions were raised whether teachers were…

Examines the differential predictive bias of curriculum-based measurement (CBM) in reading across African American and Caucasian students. Results of this study suggest that CBM continues to appear to be a sensitive form of direct reading assessment in the local curriculum for both African American and Caucasian elementary-age students. (Contains…

Notes that a text map is an instructional approach designed to help students gain fluency in reading content area materials. Discusses how the goal is to teach students about the important features of the material and how the maps can be used to build new understandings. Presents the procedures for preparing and using a text map. (SG)