Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 35-39).

abstract: The current study analyzed existing data, collected under a previous U.S. Department of Education Reading First grant, to investigate the strength of the relationship between scores on the first- through third-grade Dynamic Indicators of Basic Early Literacy Skills - Oral Reading Fluency (DIBELS-ORF) test and scores on a reading comprehension test (TerraNova-Reading) administered at the conclusion of second- and third-grade. Participants were sixty-five English Language Learners (ELLs) learning to read in a school district adjacent to the U.S.-Mexico border. DIBELS-ORF and TerraNova-Reading scores were provided by the school district, which administers the assessments in accordance with state and federal mandates to monitor early literacy skill development. Bivariate correlation results indicate moderate-to-strong positive correlations between DIBELS-ORF scores and TerraNova-Reading performance that strengthened between grades one and three. Results suggest that the concurrent relationship between oral reading fluency scores and performance on standardized and high-stakes measures of reading comprehension may be different among ELLs as compared to non-ELLs during first- and second-grade. However, by third-grade the correlations approximate those reported in previous non-ELL studies. This study also examined whether the Peabody Picture Vocabulary Test (PPVT), a receptive vocabulary measure, could explain any additional variance on second- and third-grade TerraNova-Reading performance beyond that explained by the DIBELS-ORF. The PPVT was individually administered by researchers collecting data under a Reading First research grant prior to the current study. Receptive vocabulary was found to be a strong predictor of reading comprehension among ELLs, and largely overshadowed the predictive ability of the DIBELS-ORF during first-grade. Results suggest that receptive vocabulary scores, used in conjunction with the DIBELS-ORF, may be useful for identifying beginning ELL readers who are at risk for third-grade reading failure as early as first-grade. / Dissertation/Thesis / Ph.D. Educational Psychology 2011

xiii, 92 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / In recent years, state and national policy created the need for higher accountability standards for student academic performance. This increased accountability creates an imperative to have a formative assessment system reflecting validity in inferences about the effectiveness of instruction and performance on statewide large-scale assessments. Curriculum-based measurement (CBM) satisfies both functions. However, research shows the predictive power of oral passage reading fluency (PRF) diminishes in middle and high school. Because of the decreased predictive validity of PRF in the upper grade levels, additional reading CBMs should be explored. This study compares PRF and Vocabulary CBM data for all sixth grade students in a school district using two statistical procedures: correlation and regression. The correlation coefficients were moderately high among PRF, Vocabulary CBM, and the Reading test in Oregon Assessment of Knowledge and Skills (OAKS). A regression analysis indicated that the Vocabulary CBM explained more variance than PRF in predicting reading performance on OAKS. A second multiple regression analysis introduced three non-performance indicators (Gender, Attendance, and NCLB At-Risk), along with the two CBMs (Vocabulary and PRF). The second regression results revealed that Vocabulary again was more predictive than PRF, Gender, Attendance, or NCLB At-Risk. At-Risk status was the only non-performance indicator that was significant. All the findings have been discussed within the context of understanding reading skills using CBMs and their relation to performance on a large-scale test used for accountability. The findings have been framed as part of an information system that allows schools and districts to better tailor staffing, instruction, and schedules to student needs. Suggestions for future research also have been discussed, particularly in enhancing the predictions on large-scale test outcomes using a variety of CBMs. / Committee in charge: Gerald Tindal, Chairperson, Educational Methodology, Policy, and Leadership; Paul Yovanoff, Member, Educational Methodology, Policy, and Leadership; Keith Hollenbeck, Member, Educational Methodology, Policy, and Leadership; Jean Stockard, Outside Member, Planning Public Policy & Mgmt

xi, 111 p. / Matching reading deficits to appropriate intervention programs is a challenge given the number of treatment options available to educators. The Fast ForWord (FFW) computerized intervention series has been marketed as a way to treat underlying causes of poor reading skill; i.e., substandard levels of basic language skill, phonemic awareness, and/or phonics application. If the programs work as claimed, then completion of Fast ForWord should improve the next reading subskill developed after phonics, oral reading fluency. Part 1 of this study involves a treatment ( n = 72) versus comparison ( n = 84) group two by two ANOVA to evaluate that hypothesis. No effect for FFW is found ( p = .84). Application of decision rules from Response to Intervention (RTI) models classifies positive changes in risk category at a greater rate for the comparison group ( n = 31) than for the FFW group ( n = 20) ( X 2 = 3.81, (1), p = .05). Pre-intervention language scores for the FFW group are compared to assist with intervention placement decisions. Differences in mean language scores are not significant ( p = .85) between the two groups [positive response ( n = 19) versus low response ( n = 57)]. In a binary logistic regression of quartile membership for language scores, no score ranges predict membership ( X 2 = 4.75, (8), p > .05). Measuring treatment effect with ORF is not recommended. The use of pre-intervention language and ORF scores below the 25th percentile as indicators of a positive change in oral reading fluency following FFW treatment also is not recommended. However, future research that considers language scores along with other curriculum-based measures of prereading skill either as pre-intervention indicators or outcome measures is recommended. / Committee in charge: Dr. Paul Yovanoff, Chair; Dr. Keith Hollenbeck, Member; Dr. Joseph Stevens, Member; Dr. Jeffery Sprague, Outside Member

The purpose of this study was to analyze the relationship between oral reading fluency (ORF) and Maze, two common Curriculum-Based Measures (CBMs), and the statewide large-scale assessment of reading in Oregon, the Oregon Assessment of Knowledge and Skills- Reading (OAKS-R). A sample of three cohorts of eighth-grade students in an Oregon school district was used to examine concurrent validity, predictive validity, and the relation between demographic characteristics, disability status, and socio-economic status and the ability to predict performance on the OAKS-R. Findings of the concurrent validity analysis revealed a moderately strong positive correlation between the OAKS-R and both ORF and Maze measures, with ORF demonstrating a slightly stronger correlation with the OAKS-R. Multiple regression analyses were used to analyze the predictive relationship between ORF and Maze and scores on the eighth-grade OAKS-R. Both ORF and Maze were statistically significant predictors of OAKS-R, demonstrating moderately positive relationships with scores on the state reading test. Although no interaction effect was found between disability classification or eligibility for free or reduced-price meals and the different CBMs, in relation to the OAKS-R, student disability status was negatively related to performance on the OAKS-R. The relationship between OAKS-R performance and low socio-economic status, as measured by eligibility for free or reduced-price lunch status, was not consistent across the cohorts. This finding is promising, as it indicates that there may be factors that schools can take advantage of to ameliorate the relationship between poverty and reading outcome measures for eighth-grade students. In light of study results, suggestions for future research, as well as implications for the field, are discussed. This study adds to the research literature documenting that ORF and Maze assessments provide schools with valuable information to predict student performance on statewide large-scale assessments of reading. With CBM data available early in the school year, schools can provide additional intervention as needed, potentially leading to improved end-of-year student performance on the OAKS-R.

The complexity of text has a number of implications for educators in the areas of instruction and assessment. Text complexity is particularly important in formative assessments, which utilize repeated, alternate, equivalent forms to capture student growth towards a general outcome. A key assumption of such tools is that alternate forms of the assessment are of equal complexity. Consequently, there is a need to better understand what variables contribute to text complexity and how they impact student performance. This study was designed to evaluate features of text that are not typically included in readability estimates but may contribute to the text complexity: text cohesion and genre. Currently, text complexity of oral reading fluency measures is often quantified using readability estimates. It is hypothesized that a factor generally excluded from readability estimates, text cohesion&mdashthe extent to which the text functions as a cohesive, meaningful whole&mdashcontributes to text variability and variability in student performance. This research evaluated the role of a type of text cohesion (referential cohesion) in text complexity by manipulating the cohesion of passages otherwise assumed to be of equal difficulty. Genre was also considered, as research suggests that genre may impact complexity ratings of texts. Passages were strategically selecting to capture four conditions&mdash1) informational text/low cohesion, 2) informational text/high cohesion, 3) narrative text/low cohesion, and 4) narrative text/high cohesion. Data were collected on reading rate, accuracy, and passage-specific reading comprehension Results were analyzed using two-way, univariate ANOVA with dependent observations. Results indicate effects for each of the dependent variables included in the design. For rate and accuracy, results indicate significant interactions between genre and referential cohesion; scores were significantly higher for high cohesion narrative text than low cohesion narrative text and high cohesion informational text. There was a significant main effect of genre on comprehension, with students performing significantly better on the comprehension measure for narrative texts than informational texts. Altogether, these results indicate direct effects of genre and referential cohesion on student reading performance and provide evidence that text cohesion may be a meaningful component of text complexity. / 2015-10-10

Submitted by MAIRA ANELLI MARTINS null (maira.anelli@hotmail.com.br) on 2018-03-11T19:59:39Z No. of bitstreams: 1 TESE_MairaMartins_repositório.pdf: 4695898 bytes, checksum: 9d70a9ff88173b5ffc3de74205b0517e (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-03-12T16:23:50Z (GMT) No. of bitstreams: 1 martins_ma_dr_mar.pdf: 4695898 bytes, checksum: 9d70a9ff88173b5ffc3de74205b0517e (MD5) / Made available in DSpace on 2018-03-12T16:23:50Z (GMT). No. of bitstreams: 1 martins_ma_dr_mar.pdf: 4695898 bytes, checksum: 9d70a9ff88173b5ffc3de74205b0517e (MD5) Previous issue date: 2018-02-28 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Observando que uma grande parte das dificuldades dos escolares se relaciona com a difícil tarefa da leitura, este estudo tem como objetivo realizar a tradução e adaptação cultural do Helping Early Literacy with Practice Strategies (HELPS), programa de intervenção com a fluência de leitura. A pesquisa foi realizada em dois estudos. O Estudo 1 teve por objetivo a tradução e adaptação cultural do Programa HELPS. O procedimento metodológico seguiu técnicas e literatura especializada na adaptação de instrumentos psicológicos de uma cultura para outra. O Estudo 2 teve por objetivo verificar a eficácia do Programa HELPS-PB em escolares do 3º ao 5º ano. Participaram desse estudo 30 escolares de ambos os gêneros, na faixa etária de 8 anos a 12 anos de idade – distribuídos em dois grupos, o grupo experimental, com 15 escolares que foram submetidos à intervenção e o grupo controle, com 15 escolares que não foram submetidos à intervenção (cinco escolares para cada ano, em cada grupo). Esses escolares foram submetidos a todos os procedimentos do Programa HELPS-PB, seguindo protocolo específico do Programa, com oito estratégias baseadas em evidências científicas: leituras cronometradas repetidas, modelação, correção de erros na frase, estímulos verbais para o escolar ler com fluência e para compreender o que leu, definição de metas, feedback do desempenho e o sistema motivacional por recompensa. Os escolares também foram submetidos a pré e pós-testagem com avaliação da fluência de leitura oral (número de palavras lidas corretamente e incorretamente por minuto) e compreensão leitora (teste com perguntas de múltipla escolha). A coleta de dados foi realizada na própria escola, com a aplicação de 30 sessões do Programa HELPS-PB em 10 minutos por dia, com a frequência de 3 dias por semana. Os resultados foram analisados estatisticamente e foi possível verificar que a média do desempenho dos escolares do grupo experimental nos escores de palavras lidas corretamente por minuto, após serem submetidos ao Programa HELPS-PB, foi superior na pós-testagem para todos os escolares. Os resultados também demonstraram que apesar dos escolares do grupo experimental não terem diminuído os escores de palavras lidas incorretamente por minuto, todos os anos escolares obtiveram no pós-teste escores dentro da meta, ou seja, não realizaram escores acima de 3 erros, que foi o critério máximo considerado para erros em uma leitura. Em relação a compreensão leitora os dados demonstram que somente o 3º ano do grupo experimental apresentou diferença estatisticamente significante entre a pré e a pós-testagem, enquanto que para o 4º e 5º ano observou-se apenas uma discreta diminuição dos erros. A hipótese do estudo foi confirmada; a partir dos resultados – com a aplicação do Programa HELPS-PB – os escolares não fluentes melhoraram o seu desempenho em leitura e – por consequência – o desempenho na compreensão leitora. Conclui-se que os procedimentos de adaptação e tradução do programa HELPS-PB foram adequados para aplicação com a população escolar brasileira a medida que levaram em consideração a cultura e a realidade desse país. / Observing that a large amount of problems of the students is related to the difficult task of reading, this study aims to perform the translation and cultural adaptation of Helping Early Literacy with Practice Strategies (HELPS), an intervention program towards reading fluency. The research was conducted in two studies. Study 1 aimed at the translation and cultural adaptation of HELPS Program. The methodological procedure followed techniques and literature specialized in the adaptation of the psychological instruments from one culture to another. Study 2 aimed to verify the effectiveness of HELPS-PB Program including students from 3rd to 5th grade. A total of 30 students, both genders, aged from 8 to 12 years old, were divided into two groups: the experimental group included 15 students who were submitted to intervention, and the control group, included 15 students who were not submitted to intervention (five students of each grade, in each group). These students were submitted to all the procedures of HELPS-PB Program, following a specific protocol of the Program, with eight strategies based on scientific evidence: repeated timed readings, modeling, correction of errors in the sentence, verbal stimuli for the students to read fluently and understand what they have read, definition of goals, performance feedback, and the motivational reward system. The students were also submitted to pre- and post-test with oral reading fluency assessment (number of words read correctly and incorrectly, per minute) and reading comprehension (multiplechoice test). Data collection was performed at the school, itself, with the application of 30 sessions of the HELPS-PB Program, 10 minutes per day, 3 days per week. The results were statistically analyzed and it was possible to verify that the mean performance of the students in the experimental group, concerning the scores of the correctly read words per minute, after being submitted to HELPS-PB Program, was higher during post-test for all students. The results also showed that even though the students in the experimental group did not decrease the scores of words read incorrectly per minute, all the school grades had post-test scores within the goal, that is, they did not score above 3 errors, which was the maximum criterion considered for errors in reading. Regarding reading comprehension, the data show that only the 3rd grade of the experimental group presented statistically significant difference between the pre- and posttest, while for the 4th and 5th grade, there was only a slight decrease in errors. The hypothesis of the study was confirmed; from the results - with the application of HELPS-PB Program - non-fluent students improved their performance in reading and - as consequence - the performance in reading comprehension. It can be concluded that the adaptation and translation procedures of HELPS-PB program was appropriate for applying to the Brazilian school population as they took into account the culture and reality of that country. / 140304/2014-2

No description available.

This study investigated oral reading fluency development among Hispanic high school English-language learners. Participants included 11 males and 9 females from first-year, second-year, and third-year English language arts classes. The pre-post experimental study, which was conducted during a four-week ESL summer program, included a treatment and a control group. The treatment group received a combination of components, including modified repeated reading with self-voice listening and oral dictation output from a speech recognition program. Each day, students performed a series of tasks, including dictation of part of the previous day’s passage; listening to and silently reading a new passage; dictating and correcting individual sentences from the new passage in the speech recognition environment; dictating the new passage as a whole without making corrections; and finally, listening to their own voice from their recorded dictation. This sequence was repeated in the subsequent sessions. Thus, this intervention was a technology-enhanced variation of repeated reading with a pronunciation dictation segment. Research questions focused on improvements in oral reading accuracy and rate, facility with the application, student perceptions toward the technology for reading, and the reliability of the speech recognition program. The treatment group improved oral reading accuracy by 50%, retained and transferred pronunciation of 55% of new vocabulary, and increased oral reading rate 16 words-correct-per-minute. Students used the intervention independently after three sessions. This independence may have contributed to students’ self-efficacy as they perceived improvements in their pronunciation, reading in general, and reported an increased liking of school. Students initially had a very positive perception toward using the technology for reading, but this perception decreased over the four weeks from 2.7 to 2.4 on a 3 point scale. The speech recognition program was reliable 94% of the time. The combination of the summer school program and intervention component stacking supported students’ gains in oral reading fluency, suggesting that further study into applications of the intervention is warranted. Acceleration of oral reading skills and vocabulary acquisition for ELLs contributes to closing the reading gap between ELLs and native-English speakers. Fluent oral reading is strongly correlated with reading comprehension, and reading comprehension is essential for ELLs to be successful in school. Literacy support tools such as this intervention can play a role in ameliorating English acquisition faster than the rate attained through traditional practices.

Fluent reading has been described as the ability to read a passage with accuracy, at a steady rate, with minimal hesitancy, and good comprehension (Grabe, 2009; Kuhn, Schwanenflugel, & Meisinger, 2010). Dysfluent reading can affect motivation for reading in English language learners, thereby limiting access to a wealth of language input from written texts (Taguchi, Gorsuch, & Sasamoto, 2006). Extensive research of repeated reading in L1 settings has been shown to increase reading fluency (Samuels, 1979; National Reading Panel, 2000), while comparatively little research has been done on repeated reading in L2 settings (Grabe, 2009). The objective of this eye-tracking study was to accurately document lower-level and higher-level reading processes in an immediate repeated reading exercise to observe how repeated reading affects reading fluency in adult English language learners. In our study, 30 students in an intensive English program in the United States read three short expository texts three times each. Eye-tracking showed significant increases in reading fluency measures in both lower-level and higher-level reading functions. For example, average first fixation duration decreased by 15 ms from the first to the third reading and average late dwell time decreased by 40 ms from the first to third reading. Repeated reading is an exercise that should be considered by educators to help English language learners increase their reading fluency with immediate repeated reading of expository texts.