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Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities
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Wanzek, Jeanne; Al Otaiba, Stephanie; Petscher, Yaacov – Exceptional Children, 2014
This study used a large statewide database to examine the oral reading fluency development of second- and third-grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were administered to 185,367 students without disabilities (general education), 2,146 students identified…
Descriptors: Reading Fluency, Oral Reading, Reading Skills, Emotional Disturbances
Read Naturally [R]. What Works Clearinghouse Intervention Report. Updated
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What Works Clearinghouse, 2013
The "Read Naturally[R]" program is a supplemental reading program that aims to improve reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses one of four products that share a common fluency-building strategy: "Read…
Descriptors: Reading Programs, Program Effectiveness, Elementary School Students, Computer Uses in Education
Increasing Oral Reading Fluency of below Grade-Level Elementary Students through Parent Involvement
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Royal, Louise I. – ProQuest LLC, 2012
An increasing number of elementary students in a rural school were promoted to a higher grade without having grade-level reading fluency skills, thereby becoming at risk of not reaching or maintaining their academic grade level reading skills. The purpose of this ex post facto quantitative study involving archival data analysis was to investigate…
Descriptors: Reading Fluency, Oral Reading, Elementary School Students, Parent Participation
The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework
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Petscher, Yaacov; Kim, Young-Suk; Foorman, Barbara R. – Assessment for Effective Intervention, 2011
As schools implement response to intervention to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, "Dynamic Indicators of Basic Early Literacy Skills" Oral Reading Fluency was used to compare the differential decisions that might occur in…
Descriptors: Reading Comprehension, Learning Problems, Intervention, Reading Fluency
The Effect of Repeated Reading with Pairs of Students in a Large-Group Setting on Fluency and Comprehension for Students at Risk for Reading Failure
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Frame, John N. – ProQuest LLC, 2011
Problem: Some students are failing to develop acceptable reading skills; however, instructional time allocated to reading fluency can increase reading comprehension. The purpose of this study was to compare students who received repeated reading with pairs of students in a large-group setting with those who did not in terms of reading fluency,…
Descriptors: Reading Instruction, Oral Reading, Reading Fluency, Reading Comprehension
The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement
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Echols, Julie M. Young – ProQuest LLC, 2010
Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading…
Descriptors: Urban Schools, Reading Difficulties, Reading Fluency, Reading Failure