The Relationship Between Reading Fluency And Lexile Measures
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| Author | : Joshua Purvis |
| Publisher | : |
| Total Pages | : 92 |
| Release | : 2016 |
| Genre | : Lexile Framework for Reading |
| ISBN | : |
With increasing emphasis being placed on teachers to show an improvement in student achievement, schools are relying on indicators such as reading fluency and reading comprehension to gauge student progress throughout the year. Since the growth on these assessments are used in calculating teachers and administrators' yearly job evaluations, the significance of these measures has never been higher. Teachers and administrators want to know if the time spent on measures such as reading fluency is worth the sacrifice in the instructional day, when this time could be spent on teaching state mandated standards. The purpose of this quantitative non-experimental correlational study was to examine the relationship of reading fluency, the predictor variable, and reading comprehension, the criterion variable, among third, fourth, and fifth grade students from a rural, Title 1 school district in southwest Georgia. A Pearson product moment correlation was used to answer the following research question: Is there a relationship between a third, fourth, or fifth grade student's oral reading fluency score, as measured by Dynamic Indicators of Basic Early Literacy Skills, and their reading comprehension score, as measured by Scholastic Reading Inventory? The results of this study have determined a strong positive correlation exists between reading fluency and reading comprehension in grades three, four, and five. The inclusion of Lexile as the measure for reading comprehension did not diminish the relationship between reading fluency and reading comprehension. Further research is needed using Lexile as the measure for reading comprehension to broaden the generalization of this study.
| Author | : Timothy Rasinski |
| Publisher | : MDPI |
| Total Pages | : 146 |
| Release | : 2021-01-21 |
| Genre | : Social Science |
| ISBN | : 3039432680 |
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
| Author | : Kelly Gallagher |
| Publisher | : Taylor & Francis |
| Total Pages | : 128 |
| Release | : 2023-10-10 |
| Genre | : Education |
| ISBN | : 1003843549 |
Read-i-cide: The systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools. Reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline, poverty, second-language issues, and the ever-expanding choices of electronic entertainment. In this provocative book Readicide: How Schools are Killing Reading and What You Can Do About It , author and teacher Kelly Gallagher suggests it is time to recognize a new and significant contributor to the death of reading: our schools. Readicide , Gallagher argues that American schools are actively (though unwittingly) furthering the decline of reading. Specifically, he contends that the standard instructional practices used in most schools are killing reading by:Valuing standardized testing over the development of lifelong readersMandating breadth over depth in instructionRequiring students to read difficult texts without proper instructional support and insisting students focus on academic textsIgnoring the importance of developing recreational readingLosing sight of authentic instruction in the looming shadow of political pressuresReadicide provides teachers, literacy coaches, and administrators with specific steps to reverse the downward spiral in reading-;steps that will help prevent the loss of another generation of readers.
| Author | : Irene C. Fountas |
| Publisher | : Heinemann Educational Books |
| Total Pages | : 292 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : |
For ten years and in two classic books, Irene Fountas and Gay Su Pinnell have described how to analyze the characteristics of texts and select just-right books to use for guided reading instruction. Now, for the first time, all of their thinking and research has been updated and brought together into Leveled Books, K-8 to form the ultimate guide to choosing and using books from kindergarten through middle school. Fountas and Pinnell take you through every aspect of leveled books, describing how to select and use them for different purposes in your literacy program and offering prototype descriptions of fiction and nonfiction books at each level. They share advice on: the role of leveled books in reading instruction, analyzing the characteristics of fiction and nonfiction texts, using benchmark books to assess instructional levels for guided reading, selecting books for both guided and independent reading, organizing high-quality classroom libraries, acquiring books and writing proposals to fund classroom-library purchases, creating a school book room. In addition, Fountas and Pinnell explain the leveling process in detail so that you can tentatively level any appropriate book that you want to use in your instruction. Best of all, Leveled Books, K-8 is one half of a new duo of resources that will change how you look at leveled books. Its companion-www.FountasandPinnellLeveledBooks.com-is a searchable and frequently updated website that includes more than 18,000 titles. With Leveled Books, K-8 you'll know how and why to choose books for your readers, and with www.FountasandPinnellLeveledBooks.com, you'll have the ideal tool at your fingertips for finding appropriate books for guided reading. Book jacket.
| Author | : Christy L. Bloomquist |
| Publisher | : |
| Total Pages | : |
| Release | : 2017 |
| Genre | : |
| ISBN | : |
This study evaluated how measures of oral reading fluency (ORF) and silent reading fluency (SRF) compare as predictors of reading comprehension and how these predictors vary as a function of proficiency level for fourth- and fifth-grade students. Additionally, the study sought to examine the relationship between measures of oral reading fluency, silent reading fluency, reading comprehension, and the Transitional Colorado Assessment Program (TCAP) with these students. Participants were 175 fourth- and fifth-grade students from two randomly selected schools in Colorado. A correlational predictive design was used. Results indicated that measures of ORF and SRF were predictors of reading comprehension and that the relationship of measures of ORF and SRF with comprehension changes over time. Regression analysis results indicated that 45.0% of the variance in reading comprehension was accounted for by the ORF measure for the sample population, as compared to 53.0% of the variance accounted for by SRF measures. Thus, measures of SRF might be a better predictor for maturing readers to determine reading proficiency, monitor student progress, and guide instructional practices. A structural equation model (SEM) analyzed the relationship of the measure of SRF with reading comprehension as moderated by proficiency level. Analysis for the SRF measure by reading proficiency was conducted at the whole group level. The model accounted for 59.0% of the moderation. Results indicated that reading proficiency level and the SRF measure were both associated with reading comprehension. Reading proficiency level is a significant moderator of the relationship between measures of reading comprehension and SRF. A SEM mediation model was used to analyze the relationship of measures of ORF, SRF, reading comprehension, and TCAP. The direct effects of the ORF and SRF measures on TCAP were both predictive with 66.0% of the variance accounted for with SRF measure and 66.5% of the variance accounted for with ORF measure. Results indicated that as grade level increases, the relationship between measures of ORF, SRF, and reading comprehension changes. Additionally, SRF measures can be a viable alternative to ORF measures for upper elementary students as a predictor of reading comprehension and on the TCAP high-stake assessment. (Submission has a two year embargo)
| Author | : Joetta Beaver |
| Publisher | : |
| Total Pages | : |
| Release | : 2003 |
| Genre | : Developmental reading |
| ISBN | : 9780673618467 |
Gives middle school teachers a range of tools to help monitor literacy behavior continuously as they teach, as well as conduct periodic assessments for accountability. Intended to guide teachers' ongoing observations of student's progress within a literature-based reading program.
| Author | : Steven J. Shilts |
| Publisher | : |
| Total Pages | : 88 |
| Release | : 2012 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Nancy Kilgore Rice |
| Publisher | : |
| Total Pages | : 346 |
| Release | : 1980 |
| Genre | : Oral reading |
| ISBN | : |
| Author | : Craig Courbron |
| Publisher | : |
| Total Pages | : 193 |
| Release | : 2012 |
| Genre | : Literacy |
| ISBN | : |
The purpose of this study was to determine which of the three reading fluency subskills were most strongly correlated with reading comprehension in adolescent at-risk readers. The participants were 82 adolescent males (ages 13-19) who had been committed to a juvenile detention facility. Archival data from a two-year period was collected from a maximum security juvenile detention facility in a rural section of the Northeastern United States. The Measures of Academic Progress test was used to collect reading comprehension data; the Qualitative Reading Inventory-4 test was used to collect reading speed and reading accuracy data; the Multidimensional Fluency Scale was used to collect reading prosody data. The data was analyzed using a bivariate correlation analysis in order to measure the strength of the correlations. The research revealed that the relationship between reading speed and reading comprehension had an identical correlation coefficient as the relationship between reading prosody and reading comprehension; both correlations were significant and strong. The research also revealed that reading accuracy and reading comprehension were only weakly correlated.
| Author | : Robert N. Munsch |
| Publisher | : Scholastic Canada |
| Total Pages | : 34 |
| Release | : 2017-12-26 |
| Genre | : Juvenile Fiction |
| ISBN | : 1443163279 |
Kristi wants to go fishing with her dad -- and makes the most amazing catch EVER! A simple story about a great day of fishing for a girl and her dad -- with a whimsical, fantastical, outrageous Robert Munsch twist, of course! Kristi has finally persuaded her dad to take her fishing. But the waves make the boat go up and down, and she tumbles into the water. When dad pulls her back in, he gets a BIG surprise -- Kristi is holding an ENORMOUS fish! Could this be a new way to catch fish? When her next swim leads to an even bigger surprise, Dad knows it's time to go home. But wait until Mom finds out!
