Identification of struggling readers or at risk of reading difficulties with one-minute fluency measures

Autor: Simone Aparecida Capellini, Maíra Anelli Martins
Přispěvatelé: Universidade Estadual Paulista (Unesp), Education' CNPq Research Group
Jazyk: angličtina
Rok vydání: 2021
Předmět:
Zdroj: Psicologia, Reflexão e Crítica : revista semestral do Departamento de Psicologia da UFRGS
Psicologia: Reflexão e Crítica v.34 2021
Psicologia (Universidade Federal do Rio Grande do Sul. Online)
Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
Psicologia: Reflexão e Crítica, Vol 34, Iss 1, Pp 1-9 (2021)
Psicologia: Reflexão e Crítica, Volume: 34, Article number: 10, Published: 16 APR 2021
Scopus
Repositório Institucional da UNESP
Universidade Estadual Paulista (UNESP)
instacron:UNESP
ISSN: 1678-7153
0102-7972
Popis: Made available in DSpace on 2021-06-25T11:13:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2021-12-01. Added 1 bitstream(s) on 2021-07-15T15:05:44Z : No. of bitstreams: 1 S0102-79722021000100208.pdf: 551493 bytes, checksum: 5cb12dfe1af7831c59d5bfa2f7cde235 (MD5) Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) Background: To identify readers who are struggling or at risk of reading difficulties, reference standards in oral reading fluency (ORF) are used to conduct an assessment that is based on a widely reported method known as curriculum-based measurement (CBM), which itself is based on 1-min fluency measures. The purpose of this study was to evaluate students’ ORF (with a 1-min fluency measure) to characterize their fluency and to determine references of appropriate development in reading at the 50th percentile. Method: For this study, a database of readings made available by the Learning Studies Research Laboratory was used. This database consisted of 365 readings by elementary-school students from the third to fifth grades in two cities in the interior of the state of São Paulo from two different public school systems that use the same teaching methodology. The data consisted of digital audio recordings of the passage “The Umbrella” (text suitable for schooling levels) of the Protocol for Assessment of Reading Comprehension procedure. For this procedure, three steps were performed: step 1—listening to the 365 readings and assessing the scores for the number of words read correctly per minute; step 2—the calculation of the mean and percentiles for each grade; and step 3—the adaptation of the reference table to indicate students eligible to receive reading fluency intervention. Results: Third-year students who correctly read 86 or more words per minute, fourth-year students who correctly read 104 or more words per minute, and fifth-year students who correctly read 117 or more words per minute were considered students who had made adequate progress in reading. Conclusion: It was possible to classify students based on the 1-min fluency measures, with reference intervals of words read correctly per minute per school year (for the third, fourth, and fifth years) for those who were making adequate progress in reading and reference intervals for those who were considered readers who were struggling or at risk of reading difficulties. Speech and Hearing Sciences Department Sao Paulo State University “Júlio de Mesquita Filho” UNESP, Campus Universitário, Av. Hygino Muzzi Filho, 737 São Paulo State University “Júlio de Mesquita Filho” UNESP Investigation Learning Disabilities Laboratory (LIDA) “Language Learning Education” CNPq Research Group Full Professor of Speech and Hearing Sciences Department São Paulo State University “Júlio de Mesquita Filho” UNESP Speech and Hearing Sciences Department Sao Paulo State University “Júlio de Mesquita Filho” UNESP, Campus Universitário, Av. Hygino Muzzi Filho, 737 São Paulo State University “Júlio de Mesquita Filho” UNESP Investigation Learning Disabilities Laboratory (LIDA) Full Professor of Speech and Hearing Sciences Department São Paulo State University “Júlio de Mesquita Filho” UNESP CNPq: vigência de março de 2014 a fevereiro de 2018
Databáze: OpenAIRE
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