Using Word Identification Fluency to Monitor First-Grade Reading Development

Abstract

This study assessed the effects of sampling breadth on technical features of word identification fluency (WIF), a tool for screening and monitoring the reading development of first graders. From a potential pool of 704 first-grade students, the authors measured both a representative sample (n = 284) and 2 other subgroups: those with low reading achievement (n = 202) and those with high/average achievement (n = 213). Data were collected weekly on broadly and narrowly sampled WIF lists for 15 weeks and on criterion measures in the fall and spring. Broad lists were developed by sampling words from 500 high-frequency words, whereas narrow lists were created by sampling from the 133 words from Dolch preprimer, primer, and first-grade word lists. Overall, predictive validity for performance level, predictive validity for growth, and commonality analysis showed narrow sampling was better for screening the representative group and the high/average subgroup. Broad sampling was superior for screening the low-achieving subgroup and for progress monitoring across groups.

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Speaking in Students of Special Needs

“…This can be clearly observed by comparing the performance of the subjects in the treatment group in both pre-and-posttests in view of their partners in the control group (27.1%, 74.07%, 27.37%, and 25.52%). These findings agree with the outcomes of many other studies conducted on the same subject (Rahimy & Asaei, 2012;Zumeta, et al, 2012;Iram, 2012;Kirk, et al, 2012;and Mengoni, et al, 2013).…”

“…(Rahimy & Asaei, 2012: p. 609) These results, according to the researchers, underline the importance of implementing audio-visual aids and CALI in teaching productive skills, notably speaking skill to EFL students. Using word identification fluency to monitor first-grade reading development is an experimental study conducted by Zumeta, et al, in 2012. The aim of the study of Zumeta and his colleagues was to describe the phenomenon under investigation by assessing the effects of sampling breadth on technical features of word identification fluency.…”

Early Response-to-Intervention Measures and Criteria as Predictors of Reading Disability in the Beginning of Third Grade

“…In sum, results of the present study reflect the ability of early reading measures to predict RD status for a diverse group of beginning 3 rd grade students who showed early reading deficits, those who showed late-emerging deficits, and those who never showed deficits. (Compton et al, 2006;Fuchs et al, 2008;Speece et al, 2011;Zumeta et al, 2012) and gauge of intervention responsiveness (Fuchs, Mock, Morgan, & Young, 2003 classifications. Thus like WIF, PC was able to identify persistent poor responders as well as students who might develop RD without immediate intervention.…”

“…Identification Fluency measures (WIF; Fuchs et al, 2004;Zumeta, Compton, & Fuchs, 2012), and standardized measures including the Woodcock Reading Mastery Tests (WRMT; Woodcock, 1998) and Gray Oral Reading Tests (GORT, Wiederholt & Bryant, 2001) to judge responsiveness to intervention and final reading proficiency or reading disability (RD). Because distinct groups of students are identified as good responders, poor responders, average readers, and RD readers depending on the measure selected to gauge responsiveness and proficiency (e.g.…”

Improving reading fluency and comprehension in adult ESL learners using bottom-up and top-down vocabulary training

“…For example, Breznitz (1997) in a study of accelerated and controlled paced reading with dyslexic readers found fewer reading errors and higher comprehension at accelerated reading rates, and fewer errors, but a considerable decrease in comprehension at the slowest paced reading rates. The second way of measuring fluency is by simply calculating word reading rate, and this has been done in research which has tested word reading fluency of school-aged children (e.g., Swanson & O'Connor, 2009;Zumeta, Compton, & Fuchs, 2012). Using this method, a high reading rate or fast-paced reading, equates to fluency.…”