NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1123118
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1085-5300
Prompting Faster Reading during Fluency Assessments: The Impact of Skill Level and Comprehension Measures on Changes in Performance
Forbes, Bethany E.; Skinner, Christopher H.; Maurer, Kristin; Taylor, Emily; Schall, Megan; Cazzell, Samantha; Ciancio, Dennis; Conley, Matt; Conley, Elisha
Research in the Schools, v22 n1 p27-43 Spr 2015
Working with middle-school students, we replicated and extended research on oral reading fluency (ORF) assessments and prompting students to read faster. Altering ORF administration procedures by instructing students to read fast caused statistically significant increases in their words correct per minute (WCPM) and errors, which was moderated by reading skills. Specifically, prompts to read fast caused statistically significant larger increases in WCPM and smaller increases in errors among the stronger readers, relative to the weaker readers. In Study 2, this moderating effect was not present. During Study 2, participants instructed to read fast received subsequent instructions to do their best reading or to do their best reading because they would answer questions. These instructions worked to slow participants' reading speed. Implications for prompting faster reading, future research into causal variables for the skill level-by-instructions interaction revealed in Study 1, and the need for comprehension measures in ORF assessments is discussed.
Mid-South Educational Research Association (MSERA). Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education; Grade 8; Grade 6; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A