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The purpose of the present study was to compare the oral reading miscues and reading comprehension in two groups of young adult Spanish-English bilinguals. Based on current language use, we characterized participants as either “active bilinguals” (using Spanish at least 20% of the time) or “inactive bilinguals (using Spanish less than 20% of the time). Information gained in the present study demonstrated that English-dominant young adult bilinguals produced more oral reading miscues in Spanish than in English, regardless of current language use. Results also demonstrated that increased rate of miscues in Spanish did not negatively affect reading comprehension. / text

The purpose of this study was to examine and compare the effectiveness of teacher-directed instruction (i.e., teacher-directed instruction without using an iPad, TDI) and iPad-assisted instruction (IAI) on the word identification and oral reading fluency of elementary school students with reading learning disabilities (RLD), who have reading goals on their individual education plans (IEPs). Four 5th grade students with RLD participated in the study. An alternating treatments design combined with a multiple baseline design across the participants was applied. Visual analysis indicated that a moderate experimental effect from TDI and IAI on word identification and oral reading fluency was present for all four students when the baseline and intervention phases were compared. Specifically, regarding word identification, the percentage of non-overlapping data (PND) and non-overlap of all pairs (NAP) indicated that TDI and IAI are effective reading instructional procedures according to single-case research design standards. The finding was also supported by a Tau-U analysis that suggests both TDI and IAI demonstrated a large effect on improving word identification. Regarding oral reading fluency, however, the results were mixed; Tau-U indicates there was a large and significant effect from TDI and IAI for three of the four students in terms of increasing their oral reading fluency. Although data analysis indicates that TDI and IAI demonstrate moderate evidence in improving word identification and oral reading fluency, there was no clear differentiation found between the two treatments. A social validity questionnaire that examined student perspectives about intervention showed the students' positive views on their intervention experience and revealed their perspectives that intervention was helpful in building their reading skills. The second social validity questionnaire that asked the students about their reading perspectives indicated that the intervention increased their positive attitudes toward their reading (e.g., reading is a source of excitement and interest, reading is fun). / text

The purpose of this study was to evaluate the change in oral reading fluency among a sample of students (N = 44) who were randomly assigned a summer school placement. A second goal was to identify relationships between student background characteristics, student learning engagement, and reading fluency outcomes among those students who participated in summer school. Results indicated that students who were assigned to or participated in summer school did not achieve statistically greater summer learning outcomes than students who did not participate. However, summer school participants showed substantial growth in fluency outcomes during the summer intervention period. Implications for summer programs are discussed.

The purpose of this study was to determine if an individualized reading program, Accelerated Reader combined with the core reading program, Reading Mastery would produce a greater increase in oral reading fluency and grade level performance, than relying solely on the core reading program to accomplish this. Furthermore, this study sought to determine whether students with learning disabilities who were provided reading instruction through the Reading Mastery program and the Accelerated Reader program would demonstrate comparable growth in oral reading fluency and grade level performance on selected reading assessments (DIBELS and STAR Reading). This study looked at the differences in student performance between those who had been using Accelerated Reader since August 2014 versus those who began in January 2015. In this longitudinal study, 85 first grade students in a rural, southeastern state were assessed with the DIBELS (oral reading fluency) and STAR Reading (grade level equivalency) assessment during the fall, winter, and spring screenings. Two-way repeated measures analysis of variance determined if there was a statistically significant difference between the fall and spring screenings of the STAR Reading assessment and the winter and spring screenings of the DIBELS assessment. Additionally, it determined if the oral reading fluency and grade level performance was statistically significantly different for students depending on whether they received special education services. The findings of this study revealed that when the Accelerated Reader program, is used with the Reading Mastery program, students statistically increase their oral reading fluency and grade level performance scores when instructed for 17 weeks and 34 weeks. However, the scores of the students who received 34 weeks improved more than the scores of students who only received it for 17 weeks. Additionally, scores of the students who did not receive special education services improved more than the scores of students who received special education services. Although the students who received special education services did not make the same increase in reading fluency and grade level performance, statistically significant within-person gains were still made for this student population, which increased their reading fluency and grade level performance.

This thesis investigates development and transfer of oral reading fluency among early French immersion students. Using a longitudinal design, students were assessed on phonological awareness, rapid naming, word-level fluency and text-level fluency in English and in French in Grade 2 and Grade 3. In three related studies, this thesis examines transfer both within levels of fluency individually (word-level and text-level) and between levels of fluency (from word-level to text-level). The results indicated that word-level fluency significantly improved over the one-year period in both English and in French. Language status comparing English-as-first-language students (EL1) and English-language-learners (ELLs) did not influence fluency performance in either language. Further, results showed bidirectional transfer of fluency at the word-level and the text-level independently, and unidirectional transfer from word to text fluency from French to English only. These findings provide evidence supporting cross-language transfer of oral reading fluency both within and between levels of the construct.

This thesis investigates development and transfer of oral reading fluency among early French immersion students. Using a longitudinal design, students were assessed on phonological awareness, rapid naming, word-level fluency and text-level fluency in English and in French in Grade 2 and Grade 3. In three related studies, this thesis examines transfer both within levels of fluency individually (word-level and text-level) and between levels of fluency (from word-level to text-level). The results indicated that word-level fluency significantly improved over the one-year period in both English and in French. Language status comparing English-as-first-language students (EL1) and English-language-learners (ELLs) did not influence fluency performance in either language. Further, results showed bidirectional transfer of fluency at the word-level and the text-level independently, and unidirectional transfer from word to text fluency from French to English only. These findings provide evidence supporting cross-language transfer of oral reading fluency both within and between levels of the construct.

Thesis (M.A.)--Ohio State University, 2007. / Includes bibliographical references (leaves 74-77). Available online via OhioLINK's ETD Center

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.