Progress monitoring in oral reading fluency within the context of RTI.

[Correction Notice: An erratum for this article was reported in Vol 24(2) of School Psychology Quarterly (see record 2009-08555-001). The slopes reported in text were incorrect. The correct information is as follows: The average slope across the four measurement occasions for students who had a successful RTI on the familiar passage was 8.98 wc/min per week and on the novel passage was 2.06 wc/min per week. The average slope for students who had an unsuccessful RTI was 4.6 wc/min per week on the familiar passage and -1.5 wc/min per week on the novel passage. These values were correctly depicted in Figure 1.] Selecting appropriate measures to make decisions about child response to intervention is a key concern. The most commonly used assessment tool in response to intervention (RTI) models is curriculum-based measurement (CBM). However, an issue related to the use of CBM is the identification of measures that are of similar difficulty. To the degree that variation in performance across measurement occasions can be attributed to anything other than student learning, errors in judgment about student RTI may be made. The purpose of this study was to examine the accuracy and efficiency of using a single CBM passage for progress monitoring at key intervals during individual reading intervention compared to using several passages that had been individually equated. Results indicated that decisions made based on a standard passage did not differ from decisions made based on scores obtained on the individually equated passages but were much more cost efficient. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationships of three components of reading fluency to reading comprehension.

This study examined the relationships of 3 levels of reading fluency--the individual word, the syntactic unit, and the whole passage--to reading comprehension among 278 5th graders heterogeneous in reading ability. Hierarchical regression analyses revealed that reading fluency at each level related uniquely to performance on a standardized reading comprehension test in a model including inferencing skill and background knowledge. The study supports an automaticity effect for word recognition speed and an automaticity-like effect related to syntactic processing skill. In addition, hierarchical regressions using longitudinal data suggest that fluency and reading comprehension have a bidirectional relationship. The discussion emphasizes the theoretical expansion of reading fluency to 3 levels of cognitive processes and the relations of these processes to reading comprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.

In a longitudinal study, development of word reading fluency and spelling were followed for almost 8 years. In a group of 115 students (65 girls, 50 boys) acquiring the phonologically transparent German orthography, prediction measures (letter knowledge, phonological short-term memory, phonological awareness, rapid automatized naming, and nonverbal IQ) were assessed at the beginning of Grade 1; reading fluency and spelling were tested at the end of Grade 1 as well as in Grades 4 and 8. Reading accuracy was close to ceiling in all reading assessments, such that reading fluency was not heavily influenced by differences in reading accuracy. High stability was observed for word reading fluency development. Of the dysfluent readers in Grade 1, 70% were still poor readers in Grade 8. For spelling, children who at the end of Grade 1 still had problems translating spoken words into phonologically plausible letter sequences developed problems with orthographic spelling later on. The strongest specific predictors were rapid automatized naming for reading fluency and phonological awareness for spelling. Word recognition speed was a relevant and highly stable indicator of reading skills and the only indicator that discriminated reading skill levels in consistent orthographies. Its long-term development was more strongly influenced by early naming speed than by phonological awareness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' perceptions of students' reading abilities: An examination of the relationship between teachers' judgments and students' performance across a continuum of rating methods.

Teacher perceptions about students' academic abilities are important for several reasons (e.g., instructional decision making, special education entitlement decisions). Not surprisingly, researchers have investigated the accuracy of teachers' decisions. Although some data reveal that teachers are relatively good judges of academic performance, other findings have suggested otherwise. A likely explanation for conflicting findings is the varying assessment methods (e.g., direct vs. indirect, norm-referenced vs. peer-independent) and different data analysis procedures that have been used across studies. The purpose of this study was to investigate a continuum of teacher-perception assessment methods as they corresponded to students' oral reading fluency performance. Participants included 10 teachers and 87 first, second, and third grade students from a suburban school in the northeast. Overall results suggested that teachers were generally accurate when estimating students' performance when students had strong oral reading fluency skills, but teachers had more difficulty judging students with average to low oral reading fluency. Further, data interpretation of teachers' judgment accuracy differed somewhat depending upon the statistical method employed. Implications, limitations, and suggestions for future research related to this study are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prosody of syntactically complex sentences in the oral reading of young children.

Prosodic, or expressive, reading is considered to be one of the essential features of the achievement of reading fluency. The purpose of this study was to determine (a) the degree to which the prosody of syntactically complex sentences varied as a function of reading speed and accuracy and (b) the role that reading prosody might play in mediating individual differences in comprehension. Spectrographic analysis of 80 third graders' and 29 adults' reading of a syntactically complex text was carried out. Oral reading skill was measured through standardized assessments. Pitch changes (changes in fundamental frequency) and pause duration were measured for sentence-final words of basic declarative sentences, basic declarative quotatives, wh questions, and yes-no questions; words preceding commas in complex adjectival phrases; and words preceding phrase-final commas. Children who had quick and accurate oral reading had shorter and more adultlike pause structures, larger pitch declinations at the end of basic declarative sentences, and larger pitch rises at the end of yes-no questions. Furthermore, children who showed larger basic declarative sentence declinations and larger pitch rises following yes-no questions tended to demonstrate greater reading comprehension skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of word decoding and reading fluency across languages varying in orthographic consistency.

Very few studies have directly compared reading acquisition across different orthographies. The authors examined the concurrent and longitudinal predictors of word decoding and reading fluency in children learning to read in an orthographically inconsistent language (English) and in an orthographically consistent language (Greek). One hundred ten English-speaking children and 70 Greek-speaking children attending Grade 1 were examined in measures of phonological awareness, phonological memory, rapid naming speed, orthographic processing, word decoding, and reading fluency. The same children were reassessed on word decoding and reading fluency measures when they were in Grade 2. The results of structural equation modeling indicated that both phonological and orthographic processing contributed uniquely to reading ability in Grades 1 and 2. However, the importance of these predictors was different in the two languages, particularly with respect to their effect on word decoding. The authors argue that the orthography that children are learning to read is an important factor that needs to be taken into account when models of reading development are being generalized across languages. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modeling oral reading fluency development in Latino students: A longitudinal study across second and third grade.

This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Curriculum-based measurement in reading: A comparison of similar versus challenging material.

Although research has demonstrated that long-term goals based on the student's instructional match are most sensitive to student gains, there have been few studies investigating whether probe material should be selected from material in which the student is currently instructed or from material in which the student is expected to be instructional after 1 year. The purpose of this study was to determine whether similar material or challenging material would be the most sensitive for progress monitoring of student oral reading fluency. The oral reading fluency of 20 students reading on a 2nd grade level was monitored concurrently with similar and challenging material. The results of this study suggested that the measures were equally sensitive. However, both types of measurement appear to have significant error associated with the data. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Embodied memory judgments: A case of motor fluency.

It is well known that perceptual and conceptual fluency can influence episodic memory judgments. Here, the authors asked whether fluency arising from the motor system also impacts recognition memory. Past research has shown that the perception of letters automatically activates motor programs of typing actions in skilled typists. In this study, expert typists made more false recognition errors to letter dyads which would be easier or more fluent to type than nonfluent dyads, while no typing action was involved (Experiment 1). This effect was minimized with a secondary motor task that implicated the same fingers that would be used to type the presented dyads, but this effect remained with a noninterfering motor task (Experiment 2). Typing novices, as a comparison group, did not show fluency effects in recognition memory. These findings suggest that memory is influenced by covert simulation of actions associated with the items being judged—even when there is no intention to act—and highlight the intimate connections between higher level cognition and action. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accuracy of feeling-of-knowing judgments for predicting perceptual identification and relearning.

The feeling of knowing (FOK) refers to predictions about subsequent memory performance on previously nonrecalled items. The present research explored predictive accuracy with 2 new FOK criterion tests (in addition to recognition): relearning and perceptual identification. In 2 experiments, Ss attempted to recall the answers to general information questions, then made FOK predictions for all nonrecalled answers, and finally had a criterion test to assess the accuracy of the FOK predictions. Exp I, conducted with 32 undergraduates, demonstrated that perceptual identification can be employed successfully as a criterion test for the feeling of knowing FOK. This opens a new way for metamemory research via perception. Moreover, the FOK accuracy for predicting perceptual identification was not significantly correlated with the FOK accuracy for predicting recognition, in accord with the idea that these 2 tests assess memory differently. Exp II, conducted with 77 undergraduates, demonstrated that relearning performance can also be predicted by FOK judgments. Overall results show that there is a positive relationship between the FOK and the amount of time elapsing before a memory search is terminated during recall. (76 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sexual-orientation-related differences in verbal fluency.

This study examined the performance of 60 heterosexual men, 60 gay men, 60 heterosexual women, and 60 lesbians on 3 tests of verbal fluency known to show gender differences: letter, category, and synonym fluency. Gay men and lesbians showed opposite-sex shifts in their profile of scores. For letter fluency, gay men outperformed all other groups; lesbians showed the lowest scores. For category fluency, gay men and heterosexual women jointly outperformed lesbians and heterosexual men. Finally, gay men outperformed all other groups on synonym fluency, whereas lesbians and heterosexual men performed similarly. A difference between heterosexual men and women was demonstrated on category and synonym fluency only. The findings implicate within-sex differences in the functioning of the prefrontal and temporal cortices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reversing the truth effect: Learning the interpretation of processing fluency in judgments of truth.

Repeated statements receive higher truth ratings than new statements. Given that repetition leads to greater experienced processing fluency, the author proposes that fluency is used in truth judgments according to its ecological validity. Thus, the truth effect occurs because people learn that fluency and truth tend to be positively correlated. Three experiments tested this notion. Experiment 1 replicated the truth effect by directly manipulating processing fluency; Experiment 2 reversed the effect by manipulating the correlation between fluency and truth in a learning phase. Experiment 3 generalized this reversal by showing a transfer of a negative correlation between perceptual fluency (due to color contrast) and truth to truth judgments when fluency is due to prior exposure (i.e., repetition). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of the interplay between automatic processes and cognitive resources in reading.

An account was tested of the development of the interplay between automatic processes and cognitive resources in reading. According to compensatory-encoding theory, with advancing skill, readers increasingly keep automatic processes from faltering and provide timely, accurate data to working memory by pausing, looking back, rereading, and compensating in other ways when automatic processes fail. Reading skill profiles (e.g., word naming, semantic access, working memory capacity) were obtained from 71 third graders, 68 fifth graders, and 72 seventh graders from a university lab school or a public school (ages 7 to 15; 146 Caucasians, 61 African Americans, 2 Native Americans, 2 Latino Americans). Children participated in an unrestricted reading task (no time or performance pressure) and were randomly assigned to 1 of 2 levels of 3 experimental manipulations of restriction on reading: time pressure or no pressure, constant reading rate or variable reading rate, read silently or read aloud. Regression analyses revealed that developmental level and restriction moderated the reading skill level-comprehension relationship, and restriction lowered comprehension when it overwhelmed skills, especially for younger readers. Verbally inefficient readers compensated most often, and older readers compensated most efficiently. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Encoding fluency is a cue used for judgments about learning.

The authors used paired-associate learning to investigate the hypothesis that the speed of generating an interactive image (encoding fluency) influenced 2 metacognitive judgments: judgments of learning (JOLs) and quality of encoding ratings (QUEs). Results from Experiments 1 and 2 indicated that latency of a keypress indicating successful image formation was negatively related to both JOLs and QUEs even though latency was unrelated to recall. Experiment 3 demonstrated that when concrete and abstract items were mixed in a single list, latency was related to concreteness, judgments, and recall. However, item concreteness and fluency influenced judgments independently of one another. These outcomes suggest an important role of encoding fluency in the formation of metacognitive judgments about learning and future recall. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developing fluent text processing with practice: Memorial influences on fluency and comprehension.

A great deal of research has examined predictors related to the development of reading fluency and reading comprehension. Whilst a number of studies support the relationship between the development of reading fluency and subsequent improvements in reading comprehension, many studies have shown faster and more accurate decoding does not automatically lead to better comprehension. Often overlooked is the role of the text representation that is encoded in memory during reading and its influence on skilled reading comprehension. In this article, the authors review literature that explores the relationship between text representation and fluent reading. Based upon the results of this review, the authors suggest that the type of representation formed during reading is closely related to the development of both skilled reading comprehension and fluent reading. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Semantic and letter fluency in Spanish-English bilinguals.

Spanish-English bilinguals and English monolinguals completed 12 semantic, 10 letter, and 2 proper name fluency categories. Bilinguals produced fewer exemplars than monolinguals on all category types, but the difference between groups was larger (and more consistent) on semantic categories. Bilinguals and monolinguals produced the same number of errors across all category types. The authors discuss 2 accounts of the similarities and differences between groups and the interaction with category type, including (a) cross-language interference and (b) relatively weak connections in the bilingual lexical system because of reduced use of words specific to each language. Surprisingly, bilinguals' fluency scores did not improve when they used words in both languages. This result suggests that voluntary language switching incurs a processing cost. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recursive retrospective revaluation of causal judgments.

Recursive causal evaluation is an iterative process in which the evaluation of a target cause, T, is based on the outcome of the evaluation of another cause, C, the evaluation of which itself depends on the evaluation of a 3rd cause, D. Retrospective revaluation consists of backward processing of information as indicated by the fact that the evaluation of T is influenced by subsequent information that is not concerned with T directly. Two experiments demonstrate recursive retrospective revaluation with contingency information presented in list format as well as with trial-by-trial acquisition. Existing associative models are unable to predict the results. The model of recursive causal disambiguation that conceptualizes the revaluation as a recursive process of disambiguation predicts the pattern of results correctly. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Story retell: A fluency-based indicator of reading comprehension.

This article presents a fluency-based measure of reading comprehension. A part of the Vitals Indicators of Progress (VIP) system, the measure outlined here represents an alternate form to the retell-fluency measure in the Dynamic Indicators of Basic Early Literacy System (DIBELS). Measures of retell fluency provide an efficient, fluency-based tool for teachers to use in identifying the handful of children whose oral reading fluency may not adequately represent comprehension. When used in tandem with oral fluency measures, retell measures provide a vehicle for more reliably targeting classroom and school-level resources and for maximizing the efficiency and effectiveness of early reading instruction. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Accuracy of teacher judgments of student responses to standardized test items.

Six students were randomly selected from each of 4 3rd-grade and 4 5th-grade classes. For each of their 6 students, teachers were asked to predict whether the student had responded correctly or incorrectly to selected items on the SRA (Science Research Associates) Achievement Series. Aggregate measures of teachers' judgments of their students' responses correlated positively and substantially with aggregate measures of students' actual responses. Teachers accurately judged their students' responses to individual items for approximately three-quarters of the total number of test items. However, the accuracy of teachers' judgments varied significantly with subtest, and there were significant individual differences among teachers in the accuracy of their judgments. Teachers were least accurate in judging low-performing students and most accurate in judging high-performing students. These results are consistent with previous research and are discussed within the context of interactive decision making of teachers. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accuracy of Readability Estimates' Predictions of CBM Performance.

Researchers investigating the psychometric properties of curriculum-based measures in reading (R-CBM) have typically used readability formulas to create passages of similar difficulty. Despite their efforts, many researchers still find excessive, uncontrolled systematic error (presumably due to passage difficulty) in R-CBM data. This study investigates the validity of eight readability formulas by examining their ability to predict students' words read correctly in a minute (WRCM). The study is based on the premise that as grade levels assigned to passages by readability formulas increase, students' WRCM should decrease. Results indicate a modest relationship between reading fluency and passage difficulty as indicated by the eight readability formulas. The formulas most commonly employed in R-CBM research were the poorest predictors. Findings suggest that efforts beyond the use of currently published readability estimates are needed in order to procure equivalent forms for R-CBM monitoring. (PsycINFO Database Record (c) 2011 APA, all rights reserved)