Conclusion: Oral Reading Fluency or Reading Aloud from Text: An Analysis Through a Unified View of Construct Validity

Espin, Christine A.; Deno, Stanley L.

doi:10.1007/978-1-4939-2803-3_13

Cited by 13 publications

(11 citation statements)

References 57 publications

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“…A related question is whether scores obtained in longer measures of reading fluency are better indicators of comprehension than shorter measures. Research with primary school students has consistently shown that one-minute measures, such as DIBELS, provide scores that are strong predictors of reading comprehension, not only in English (Espin & Deno, 2016;Morris et al, 2017;Reschly et al, 2009), but also in more transparent orthographies (Massonnié et al, 2019). Research on the relationship between these two variables using longer ORF measures is not so abundant, but some studies have shown medium to high correlations between these scores and reading comprehension measures in a wide range of orthographies in primary school years (Angelelli et al, 2021;Nevo et al, 2020;Santos et al, 2017).…”

Section: Article In Pressmentioning

confidence: 99%

The Relationship of Oral Reading Fluency Endurance to Comprehension in an Intermediate Depth Orthography

Cadime

Santos²,

Viana

et al. 2023

Psicología Educativa

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Alphabetic orthographies vary in terms of depth, i.e., in terms of the complexity and consistency of the phoneme-grapheme correspondences (Seymour, 2008). Therefore, they can be classified in a depth continuum, where transparent orthographies (e.g., Finnish) are those that have mainly consistent correspondences between phonemes and graphemes, whereas opaque orthographies (e.g., English) have more complex and inconsistent correspondences. Intermediate depth orthographies, such as European Portuguese, are in the middle of the continuum, being composed of some regularities and some more complex relationships between sounds and letters (Seymour et al., 2003;Sucena et al., 2009). Oral reading fluency (ORF) can be defined as "the ability to read a text quickly, accurately, and with proper expression" (National Institute of Child Health and Human Development, 2000, p. 3-5). Evidence for a close relationship between ORF and reading comprehension has been systematically provided, not only in opaque (

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Section: Article In Pressmentioning

confidence: 99%

The Relationship of Oral Reading Fluency Endurance to Comprehension in an Intermediate Depth Orthography

Cadime

Santos²,

Viana

et al. 2023

Psicología Educativa

View full text Add to dashboard Cite

show abstract

“…Although CBM scores are clearly intended to serve as general indicators of skill, which we also specify in our extrapolation inference for aLPA, there is some theoretical debate as to whether CBM scores assess the construct of fluency or indeed any latent construct (Espin & Deno, 2016). This limited attention to scoring inferences in CBM research can be problematic when WE-CBM scores are criticized as solely representing text length instead of writing quality (Gansle et al, 2002;Ritchey & Coker, 2013).…”

Section: Validation Of Formative Writing Assessmentsmentioning

confidence: 99%

Validity of automated learning progress assessment in English written expression for students with learning difficulties

Mercer¹,

Cannon²

2022

JERO

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We evaluated the validity of an automated approach to learning progress assessment (aLPA) for English written expression. Participants (n = 105) were students in Grades 2–12 who had parent-identified learning difficulties and received academic tutoring through a community-based organization. Participants completed narrative writing samples in the fall and spring of 1 academic year, and some participants (n = 33) also completed a standardized writing assessment in the spring of the academic year. The narrative writing samples were evaluated using aLPA, four hand-scored written expression curriculum-based measures (WE-CBM), and ratings of writing quality. Results indicated (a) aLPA and WE-CBM scores were highly correlated with ratings of writing quality; (b) aLPA and more complex WE-CBM scores demonstrated acceptable correlations with the standardized writing subtest assessing spelling and grammar, but not the subtest assessing substantive quality; and (c) aLPA scores showed small, statistically significant improvements from fall to spring. These findings provide preliminary evidence that aLPA can be used to efficiently score narrative writing samples for progress monitoring, with some evidence that the aLPA scores can serve as a general indicator of writing skill. The use of automated scoring in aLPA, with performance comparable to WE-CBM hand scoring, may improve scoring feasibility and increase the likelihood that educators implement aLPA for decision-making.

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“…Related to the behavioral orientation of foundational CBM research, CBM scores are typically assumed to be direct measures of observable behaviors (Christ, van Norman, & Nelson, 2016). Although CBM scores are clearly intended to serve as general indicators of skill, which we also specify in our extrapolation inference for aLPA, there is some theoretical debate as to whether CBM scores assess the construct of fluency or indeed any latent construct (Espin & Deno, 2016). This limited attention to scoring inferences in CBM research can be problematic when WE-CBM scores are criticized as solely representing text length instead of writing quality (Gansle, Noell, VanDerHeyden, Naquin, & Slider, 2002;Ritchey & Coker, 2013).…”

Section: Validation Of Formative Writing Assessmentsmentioning

confidence: 99%

Validity of Automated Learning Progress Assessment in English Written Expression for Students with Learning Difficulties

Mercer¹,

Cannon²

2021

Preprint

View full text Add to dashboard Cite

We evaluated the validity of an automated approach to learning progress assessment (aLPA) for English written expression. Participants (n = 105) were students in Grades 2–12 who had parent-identified learning difficulties and received academic tutoring through a community-based organization. Participants completed narrative writing samples in the fall and spring of one academic year, and some participants (n = 33) also completed a standardized writing assessment in the spring of the academic year. The narrative writing samples were evaluated using aLPA, four hand-scored written expression curriculum-based measures (WE-CBM), and ratings of writing quality. Results indicated (a) aLPA and WE-CBM scores were highly correlated with ratings of writing quality; (b) aLPA and more complex WE-CBM scores demonstrated acceptable correlations with the standardized writing subtest assessing spelling and grammar, but not the subtest assessing substantive quality; and (c) aLPA scores showed small, statistically significant improvements from fall to spring. These findings provide preliminary evidence that aLPA can be used to efficiently score narrative writing samples for progress monitoring, with some evidence that the aLPA scores can serve as a general indicator of writing skill. The use of automated scoring in aLPA, with performance comparable to WE-CBM hand scoring, may improve scoring feasibility and increase the likelihood that educators implement aLPA for decision making.

show abstract

Conclusion: Oral Reading Fluency or Reading Aloud from Text: An Analysis Through a Unified View of Construct Validity

Cited by 13 publications

References 57 publications

The Relationship of Oral Reading Fluency Endurance to Comprehension in an Intermediate Depth Orthography

The Relationship of Oral Reading Fluency Endurance to Comprehension in an Intermediate Depth Orthography

Validity of automated learning progress assessment in English written expression for students with learning difficulties

Validity of Automated Learning Progress Assessment in English Written Expression for Students with Learning Difficulties

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