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ERIC Number: EJ1088124
Record Type: Journal
Publication Date: 2016-Mar
Pages: 18
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1534-5084
Teachers' and Students' Views of Reading Fluency: Issues of Consequential Validity in Adopting One-Minute Reading Fluency Assessments
Deeney, Theresa A.; Shim, Minsuk K.
Assessment for Effective Intervention, v41 n2 p109-126 Mar 2016
In this article, we present results of a survey designed to understand teachers' (n = 77) and students' (n = 875) perceptions of purported negative consequences of using one-minute oral reading fluency (ORF) measures such as the "Dynamic Indicators of Basic Early Literacy Skills" (DIBELS) ORF assessment and the "aimsweb Reading CBM" ("R-CBM"). Specifically, we investigated whether teachers and students in two districts that use these ORF measures support that use of ORF measures relates to teaching to ORF tests, increased pressure and anxiety for teachers and students, and misuse of ORF measures and results. We provide detailed results across teachers and students, and implications for practice.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)