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ERIC Number: EJ936457
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0279-6015
Pathways to Word Reading and Decoding: The Roles of Automaticity and Accuracy
Cummings, Kelli D.; Dewey, Elizabeth N.; Latimer, Rachel J.; Good, Rolland H., III
School Psychology Review, v40 n2 p284-295 2011
The purpose of this article is to describe the relationship of initial skill and rate of progress on a measure of the alphabetic principle, Nonsense Word Fluency (NWF), to first-grade reading outcomes as measured by Oral Reading Fluency (ORF). In addition, we describe a scoring approach to NWF where the predominant decoding strategy (i.e., sound-by-sound, recoding, partial blending, or whole word reading) is also recorded. This study replicates two findings from prior research. First, we found that the effect of NWF gain on ORF outcomes was attenuated for students scoring well above the criterion on NWF. In addition, after controlling for both NWF initial skill and progress over the year, decoding strategy added explanatory value to the prediction of end of first grade ORF outcomes. Recommendations for future research and implications for practice are discussed. (Contains 3 tables and 1 figure.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)