Oral Reading Fluency and Prediction of Reading Comprehension in African American and Caucasian Elementary School Children.

Hintze, John M.; Callahan, James E., III; Matthews, William J.; Williams, Stacy A.S.; Tobin, Kevin G.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ667626

Record Type: CIJE

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0279-6015

EISSN: N/A

Oral Reading Fluency and Prediction of Reading Comprehension in African American and Caucasian Elementary School Children.

Hintze, John M.; Callahan, James E., III; Matthews, William J.; Williams, Stacy A.S.; Tobin, Kevin G.

School Psychology Review, v31 n4 p540-53 2002

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 31 references and 4 tables.) (GCP)

Descriptors: Curriculum Based Assessment, Elementary Education, Oral Reading, Predictive Measurement, Reading Comprehension, Reading Fluency

Publication Type: Information Analyses; Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Special Topic: "Developments in Academic Assessment and Intervention." For related articles, see CG 256-260.