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Modeling Oral Reading Fluency Development in Latino Students

Title: Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade.
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Name(s): Al Otaiba, Stephanie, author
Petscher, Yaacov, author
Williams, Rihana S, author
Pappamihiel, N Eleni, author
Dyrlund, Allison K, author
Connor, Carol, author
Type of Resource: text
Genre: Text
Date Issued: 2009-01-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: 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.
Identifier: FSU_pmch_25132688 (IID), 10.1037/a0014698 (DOI), PMC4132665 (PMCID), 25132688 (RID), 25132688 (EID)
Keywords: English language learners, Progress monitoring, Reading development, Reading fluency, Response to intervention
Grant Number: P50 HD052120, P50 HD052120-03
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4132665.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_25132688
Owner Institution: FSU
Is Part Of: Journal of educational psychology.
0022-0663
Issue: iss. 2, vol. 101

Choose the citation style.
Al Otaiba, S., Petscher, Y., Williams, R. S., Pappamihiel, N. E., Dyrlund, A. K., & Connor, C. (2009). Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade. Journal Of Educational Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_25132688