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ERIC Number: EJ1189643
Record Type: Journal
Publication Date: 2018
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: EISSN-1936-2714
Oral Reading Accuracy: Findings and Implications from Recent Research
Emily Rodgers; Jerome V. D'Agostino; Robert H. Kelly; Clara Mikita
Reading Teacher, v72 n2 p149-157 Sep-Oct 2018
The three accuracy ranges for oral reading--easy, instructional level, and hard--are familiar to almost everyone who teaches young students just learning to read. It may come as a surprise to learn, then, that no study has yet been conducted with beginning readers to support our well-accepted views about accuracy ranges and their role in reading development. What accuracy range is optimal? Does it really matter if a student reads with less than 90% accuracy? In this article, the authors share what they learned when they explored these questions about oral reading accuracy and student progress.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A