A Brief Report of the Diagnostic Accuracy of Oral Reading Fluency and Reading Inventory Levels for Reading Failure Risk Among Second- and Third-Grade Students

Parker, David; Zaslofsky, Anne F.; Kanive, Rebecca; Hodgson, Jennifer; Scholin, Sarah E.; Klingbeil, David A.

doi:10.1080/10573569.2013.857970

Cited by 20 publications

(15 citation statements)

References 14 publications

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“…Evidence of interrater reliability and alternate form reliability exist for some IRIs, but other psychometric properties of IRI data are rarely reported (Nilsson, ; Spector, ). Moreover, recent research found that the diagnostic accuracy of a commonly used IRI equaled chance (Parker et al., ).…”

Section: Types Of Screening Measures Of Reading Skillsmentioning

confidence: 99%

Comparison of Predictive Validity and Diagnostic Accuracy of Screening Measures of Reading Skills

Klingbeil

McComas

Burns

et al. 2015

Psychology in the Schools

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Assessment data must be valid for the purpose for which educators use them. Establishing evidence of validity is an ongoing process that must be shared by test developers and test users. This study examined the predictive validity and the diagnostic accuracy of universal screening measures in reading. Scores on three different universal screening tools were compared for nearly 500 second-and third-grade students attending four public schools in a large urban district. Hierarchical regression and receiver operating characteristic curves were used to examine the criterion-related validity and diagnostic accuracy of students' oral reading fluency (ORF), Fountas and Pinnell Benchmark Assessment System (BAS) scores, and fall scores from the Measures of Academic Progress for reading (MAP). Results indicated that a combination of all three measures accounted for 65% of the variance in spring MAP scores, whereas a reduced model of ORF and MAP scores predicted 60%. ORF and BAS scores did not meet standards for diagnostic accuracy. Combining the measures improved diagnostic accuracy, depending on how criterion scores were calculated. Implications for practice and future research are discussed. C 2015 Wiley Periodicals, Inc.

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Section: Types Of Screening Measures Of Reading Skillsmentioning

confidence: 99%

Comparison of Predictive Validity and Diagnostic Accuracy of Screening Measures of Reading Skills

Klingbeil

McComas

Burns

et al. 2015

Psychology in the Schools

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“…Although they still had a lower result on the test, the gap was, however, considerably narrower at T4 than at T1. In an earlier study, it was reported that reading fluency is an essential measure in predicting later RD, not least for those who do not respond despite intensive remediation of this ability (Parker, Zaslofsky, Burns, et al., ). In the present study the participants in the experimental group gained between 0.78 and 2.95 (Cohen's d ) on the reading tests and on the reading fluency test they gained 2.3.…”

Section: Discussionmentioning

confidence: 99%

Two‐step tier three interventions for children in grade three with low reading fluency

Svensson

Fälth

Tjus

et al. 2018

Research in Spec Educ Needs

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The main aim of this study was to investigate the effect of a tier three intervention, response‐to‐intervention design, on children with low reading ability in grade three. Twenty‐eight children (12 females and 16 males) participated in this study. The participants were given out a battery of reading tests including decoding and reading comprehension tests, and in total, the children received 20 reading intervention sessions in two waves, during 4 weeks. The results showed substantial gains with large effect sizes (d 0.78–2.95) on all the reading tests after the intervention period. A short, intensive and individualised intervention has a substantially positive effect on children's reading ability. For a majority of the children, the increased ability sustains even 4 years after the end of the interventions. However, as boys seem to have the greatest problem to sustain their increased ability, the authors claim that it is important to continue the intervention even after the research interventions have ended.

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“…Oral reading is another ubiquitous component across different assessments. Separate, specialized measures of oral reading have been created (Weiderholt & Bryant, 2001) and implemented to effectively diagnose at-risk readers (Crosson & Lesaux, 2010;Millett, 2011;Parker et al, 2015;Perry, 2016 (Gillet et al, 2011). Certain achievement tests, although designed to assess students' reading skills acquired through classroom instruction, can be of diagnostic potential.…”

Section: Formal Diagnostic Reading Assessmentsmentioning

confidence: 99%

“…The score is a combined index of the accuracy and reading rate (Adams, 1990;Allington, 1983;Dowhower, 1991;Fuchs et al, 2001;Hasbrouk & Tindal, 1992Jenkins et al, 2003;Roehrig et al, 2008;Samuels et al, 1992;Torgesen et al, 2001): the number of words read correctly per minute. If there is more than one passage in the test, the median of the number of words read correctly across multiple passages is taken (Gutierrez, 2010;Parker et al, 2015).…”

Section: Informal Diagnostic Reading Assessment Techniquesmentioning

confidence: 99%

“…Compared with formal reading DAs, informal reading DAs have advantages such as a closer connection to local curriculums, the comprehensiveness of the information gathered, multiple formats being adopted, the ease of collecting and managing data, and flexibility of administration (Parker et al, 2015). Common informal reading-assessing techniques include oral word reading, oral passage reading, comprehension questions, and retelling.…”

Section: Chapter Introductionmentioning

confidence: 99%

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Constructing informal diagnostic reading assessment instruments for lower-level Chinese as second language readers

Yang¹

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Assessment is important for second language (L2) reading instruction. Compared to standardized tests, informal assessment tools reveal richer information about learners' reading processes and problems, so they provide more helpful information for teachers. To date, few informal diagnostic tools have been developed for L2 reading, and none that is practical and reliable exists for Chinese L2 reading. This study aims to fill this gap by investigating how performance of oral word reading, word segmentation, and oral passage reading relate to comprehension. It also seeks to determine how well the three tasks detect reading problems and evaluate the difficulty levels of instructional materials. A total of 70 beginning English-speaking learners of Chinese participated in this study. The results showed that all three tasks assess comprehension as effectively as the standardized test, and oral passage reading is the most robust assessment tool. The three diagnostic instruments can also be used to evaluate instructional material difficulty. Two of the three textbook-equivalent texts examined in this study fit learners' reading level, although most learners felt one of the texts was too difficult to read. L2 readers develop their componential skills in different ways, although the crucial role of word-level processing remains stable across reader patterns. The quantity and quality of the learners' errors in completing the three tasks provide useful insights into their reading processes and problems. The study's findings suggested that the three tasks are effective diagnostic tools for Chinese L2 reading and indicated the importance of developing reading fluency and training word-level processing skills. v

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A Brief Report of the Diagnostic Accuracy of Oral Reading Fluency and Reading Inventory Levels for Reading Failure Risk Among Second- and Third-Grade Students

Cited by 20 publications

References 14 publications

Comparison of Predictive Validity and Diagnostic Accuracy of Screening Measures of Reading Skills

Comparison of Predictive Validity and Diagnostic Accuracy of Screening Measures of Reading Skills

Two‐step tier three interventions for children in grade three with low reading fluency

Constructing informal diagnostic reading assessment instruments for lower-level Chinese as second language readers

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