ERIC Number: EJ1072514
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Is Earlier Better? Mastery of Reading Fluency in Early Schooling
Park, Yonghan; Chaparro, Erin A.; Preciado, Jorge; Cummings, Kelli D.
Early Education and Development, v26 n8 p1187-1209 2015
Research Findings: The goal of the present study was to provide empirical evidence for the importance of mastering reading fluency in early schooling. Study participants were 1,322 students in 3rd grade in 42 schools in a northwestern state. These students were assessed using a battery of reading skill tests as well as comprehensive tests of more general reading outcomes from kindergarten through 3rd grade. Practice or Policy: The results of the study show that mastery of reading fluency prior to currently established benchmarks is a significant positive predictor of later reading skills in primary grades even after student demographic information and initial reading levels are controlled. The results provide additional evidence for the importance of early reading development, early intervention, and preventing reading difficulties as early as possible in schooling.
Descriptors: Reading Fluency, Mastery Learning, Elementary School Students, Grade 3, Reading Tests, Predictor Variables, Reading Skills, Benchmarking, Early Intervention, Reading Difficulties, Prevention, Reading Programs, Emergent Literacy, Naming, Alphabets, Multivariate Analysis, Oral Reading, Scores
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Stanford Achievement Tests
Grant or Contract Numbers: N/A