ERIC Number: EJ921365
Record Type: Journal
Publication Date: 2011-Apr
Abstractor: As Provided
Reference Count: 32
Is Fluency-Based Story Retell a Good Indicator of Reading Comprehension?
Bellinger, Jillian M.; DiPerna, James C.
Psychology in the Schools, v48 n4 p416-426 Apr 2011
This study examined the reliability and validity of scores on a fluency-based measure of reading comprehension. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS; 6th ed. revised) Retell Fluency (RTF), Oral Reading Fluency (DORF), and Woodcock Johnson III NU Tests of Achievement (WJ-III NU ACH) Reading Comprehension measures were administered to fourth-grade students. Results indicated a large difference between real time and recorded retell fluency scores for each passage. In addition, students' retell fluency scores had a low correlation with their reading comprehension scores. In light of these findings, practitioners may want to exercise caution in using fluency-based story-retell scores as a measure of reading comprehension. (Contains 3 tables and 1 footnote.)
Descriptors: Reading Comprehension, Reading Fluency, Emergent Literacy, Story Telling, Reliability, Validity, Scores, Oral Reading, Measures (Individuals), Grade 4, Elementary School Students
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement