abstract: Recent legislation allowing educational agencies to use Response to Intervention (RTI) in determining whether a child has a specific learning disability, coupled with a focus on large-scale testing and accountability resulted in the increasing use of curriculum based measurement (CBM) as a tool for understanding students' progress towards state standards, particularly in reading through the use of oral reading fluency measures. Extensive evidence of oral reading fluency's predictability of reading comprehension exists, but little research on differential effects across racial, gender, and socioeconomic subgroups is available. This study investigated racial, gender, and socioeconomic bias in DIBELS Oral Reading Fluency (DIBELS ORF) probes predictive and concurrent relationship with MAP reading comprehension scores for African American and Caucasian students. Participants were 834 second through fifth grade students in a school district located in a southeastern US state. The dataset consisted of student fall and spring DIBELS ORF scores and spring MAP reading comprehension scores. Concurrent correlation results between spring DIBELS ORF and MAP reading comprehension scores were moderate to large and statistically significant across all grades and demographic groups; however, correlations between fall DIBELS ORF and MAP reading comprehension scores were generally weak. Stepwise multiple regression analyses were used to examine the best variable, or combination of variables, in predicting MAP reading comprehension scores. Models differed for each grade level; however, spring DIBELS ORF scores were always included, whether alone or in combination with demographic variables, in the best prediction model. Potthoff's procedure was used to simultaneously test for slope and intercept differences among regression equations to determine if DIBELS ORF scores from fall and spring differentially predicted MAP reading comprehension scores across demographic groups. Nine of 24 simultaneous contrasts demonstrated a significant effect; seven were related to race, one was related to gender, and one was related to socioeconomic status. Racial bias in predicting MAP reading comprehension performance from spring DIBELS ORF was found. Differential prediction among gender and SES groups was not consistent indicating little to no practical significance. Results are discussed in the context of practical implications of differential validity, both predictive and concurrent, and potential impact on disproportionality. / Dissertation/Thesis / Ph.D. Educational Psychology 2013

Exploring the relationship between early oral reading fluency ability and reading comprehension achievement among an ethnically and racially diverse sample of young learners from low-income families, attending elementary school within a large public school district in southeast Florida is the purpose of this longitudinal study. Although many studies have been conducted to address the relationship between oral reading fluency ability and reading comprehension achievement, most of the existing research failed either to disaggregate the data by demographic subgroups or secure a large enough sample of students to adequately represent the diverse subgroups. The research questions that guided this study were: (a) To what extent does early oral reading fluency ability measured in first, second, or third grade correlate with reading comprehension achievement in third grade? (b) To what extent does the relationship of early oral reading fluency ability and reading comprehension achievement vary by demographic subgroup membership (i.e., gender, race/ethnicity, socioeconomic status) among a diverse sample of students? A predictive research design using archived secondary data was employed in this nonexperimental quantitative methods study of 1,663 third grade students who attended a cohort of 25 Reading First funded schools. The data analyzed derived from the Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (DIBELS ORF) measure administered in first, second, and third grades and the Florida Comprehensive Assessment Test of the Sunshine State Standards (FCAT-SSS) Reading administered in third grade. Linear regression analyses between each of the oral reading fluency and reading comprehension measures produced significant positive correlations. Hierarchical regression analyses supported the predictive potential of all three oral reading fluency ability measures toward reading comprehension achievement, with the first grade oral reading fluency ability measure explaining the most significant variance in third grade reading comprehension achievement. Male students produced significant overall differences in variance when compared to female students as did the Other student subgroup (i.e., Asian, Multiracial, and Native American) when compared to Black, White, and Hispanic students. No significant differences in variance were produced between students from low and moderate socioeconomic families. These findings are vital toward adding to the literature of diverse young learners.

A synthesis of the research literature was conducted from 2004 to 2014 on interventions designed to build oral reading fluency for elementary students with learning disabilities (LD). An extensive search yielded a total of 12 intervention studies. Among the 12 studies, the majority (n D 9) implemented repeated reading with or without a model. Findings from this synthesis indicate that there may be no differential effects between repeated reading with or without a model for improving oral reading fluency of elementary students with LD. In addition, findings suggest that elementary students with LD may benefit from video modeling or word/phrase-based practices that provide opportunities to repeat misread words or phrases with words incorrectly read during the initial reading.

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Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 15-16).

Doctor of Education / Department of Special Education, Counseling and Student Affairs / James Teagarden / This study investigated the effectiveness of an early literacy program for first grade students classified as at-risk for emotional and behavioral disorders, who were nonresponsive to previous schoolwide interventions, and who performed in the bottom one-third of their class on a standardized reading assessment. This study, which consisted of a multiple-probe across intervention groups experimental design aimed to produce literacy and behavior results previously obtained by other well-known researchers. Results indicated growth in oral reading fluency for all five participants, in nonsense word fluency for four out of the five participants, and a decreased display of total disruptive behaviors for all. Findings reaffirm outcomes obtained in previous investigations; specifically, improved early literacy skills are concomitant with ongoing decreases in disruptive classroom behavior. Limitations are discussed and suggestions for future research are provided.

Abstract The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary students in an after school program. Participants were third graders (n = 29) who attended the singing-integrated oral reading fluency (SI ORF) intervention twice a week for eight weeks. Components of the intervention included teacher-modeling of fluent oral reading, oral support, repeated reading and singing activities from a variety of children’s literature, and individual free-time. The adapted Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990) measured recreational, academic, and composite reading attitudes. The Qualitative Reading Inventory – 5 (QRI-5; Leslie & Caldwell, 2011) measured the following fluency components: Word Recognition in Isolation (WRI), both Correct Automatic and Total Number Correct, Word Recognition in Context (WRC), and reading rate, calculated as Words per Minute (WPM). Pretests and posttests for components of both assessments were compared using paired-samples t – tests. Data analyses of adapted ERAS mean percentage scores revealed a statistically significant decline in recreational reading attitude, no statistically significant difference in academic reading attitude, and a decline that approached significance in participants’ overall reading attitudes. QRI-5 scores revealed a statistically significant increase from pretest to posttest in WRI Correct Automatic, WRI Total Number Correct, WRC, and reading rate scores. The after-school environment offered a viable option for SI ORF instruction and was free from restraints that can accompany high-stakes testing environments in the traditional school setting. Overall, participants were attentive and enthusiastic, particularly enjoying the singing and repeated lyrics components of the intervention.

本研究旨在了解並比較重覆閱讀及非重覆閱讀對於國小四年級學童的口語閱讀流暢度的影響。本研究以台灣北部某國小四年級中的兩個班級為研究對象，共為59人。此閱讀能力相近的兩個班級經隨機分派指定為重覆閱讀組及非重覆閱讀組。在為期16週，每週一節的實驗教學中，重覆閱讀組以重覆閱讀法每週閱讀同一本英文讀本，而非重覆閱讀組以非重覆閱讀法每週閱讀兩本讀本。兩組皆於教學前及教學後接受口語閱讀測驗，以了解接受不同教學法的學童在口語閱讀速度及正確性是否有差異。測驗所得的資料以成對樣本t檢定及獨立樣本t檢定分析進行統計分析。 研究結果顯示重覆閱讀與非重覆閱讀皆能顯著提升研究對象的口語閱讀速度及正確性。此外，非重覆閱讀與重覆閱讀對於受試學童的口語閱讀流暢度顯示相似的成效。此研究結果盼能提供教學者彈性的運用此兩種閱讀教學法並更加重視口語閱讀流暢性的重要。 / The study aims to examine and compare the effect of assisted repeated reading (RR) and non-repeated reading (Non-RR) approaches on EFL young learners' oral reading rate and accuracy rate. Two classes with homogenous reading level consisting of 59 fourth graders were selected from one elementary school in northern Taiwan and were randomly assigned to two groups, the RR and Non-RR group. During the 16-week instruction, one period of class per week, the RR group practiced reading aloud on one reader with assisted repeated reading approach, whereas the Non-RR group practiced reading aloud on two readers with assisted non-repeated reading approach each class. The data collected from the pretest and posttest assessing the participants’ oral reading rate and accuracy rate were analyzed by paired samples t-tests and independent samples t-tests. The results revealed that the RR and Non-RR groups performed equivalent growth on their reading rate and accuracy rate with significant improvement. It is hoped that the findings provide a deeper understanding on the effect of assisted repeated reading and non-repeated reading on EFL young learners’ oral reading fluency and are applied in classrooms.

Title from first page of PDF document. Includes bibliographical references (p. 21-22).