Thesis (Ph. D.)--University of Wisconsin--Madison, 1947. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 303-306).

Thesis (M.A.)--University of Hong Kong, 1985. / Also available in print.

Thesis (Ph. D.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 151-159). Print copy also available.

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 44-48).

Thesis (M.S.)--Minot State University, 2005. / Includes bibliographical references (leaves 40-42).

Thesis (M.Ed.)--Bowling Green State University, 2007. / Document formatted into pages; contains vii, 108 p. Includes bibliographical references.

Thesis (doctoral)--La Salle University, 2005. / ProQuest dissertations and theses ; AAT 3227733. Includes bibliographical references (leaves 49-65)

Thesis (Ed.D.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 99-102) and index.

The Simple View of Reading is a well-known lens for understanding the skills that contribute to proficient reading. The Simple View explains reading comprehension as the product of decoding and listening comprehension. There is a gap in the literature regarding the applicability of the Simple View for Spanish-speaking English language learners, and also whether oral reading fluency would be valuable to include in the model as an intermediate variable. In the present study two groups of third grade students, one group comprised of students classified as English language learners and a comparison group of non-ELL students, were assessed on several reading skills. Data were collected on listening comprehension, decoding, oral reading fluency, and reading comprehension. Data were analyzed using generalized least squares estimation for path analysis and partial invariance testing. Findings support the inclusion of oral reading fluency in the Simple View model, highlight the significance of listening comprehension, and suggest the Simple View model applies equally well across ELL and non-ELL groups. Limitations and future directions are addressed.

The prominent use of DIBELS as a screening and placement tool has provided schools and districts the ability to implement interventions and best practices for students, particularly in the primary grades. Although many studies have highlighted the predictive validity of oral reading fluency (ORF) to anticipate reading performance, few have extended that research to examine the performance of ethnic and economic subgroups as compared to non-minority peers. Disaggregating the data to study specific populations can expose whether ORF's relationship with reading comprehension depends on group membership and ultimately improve the quality of the assessment. This study examines the predictive validity of DIBELS ORF for two types of comprehension scores within a racially and ethnically diverse second grade cohort.