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Utterance length, complexity, and errors (Castilla-Earls et al., 2021) ...
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Utterance length, complexity, and errors (Castilla-Earls et al., 2021) ...
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Bilingual phonological awareness: Construct validation of Grade 1 Spanish-speaking English learners
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In: New Dir Child Adolesc Dev (2019)
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IQ-Achievement Discrepancy for Identification of Disabilities in Spanish-speaking English Learners
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In: New Dir Child Adolesc Dev (2019)
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Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind
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In: New Dir Child Adolesc Dev (2019)
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Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVRi)
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Beyond the bilingual advantage: The potential role of genes and environment on the development of cognitive control
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Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders
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Psychometric Properties of Maze Tasks in Middle School Students
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The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties
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Abstract:
The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between measures of fluency and comprehension. Oral reading fluency (ORF) on passages was more strongly related to reading comprehension than ORF on word lists. A group-administered silent reading sentence verification test approximated the classification accuracy of individually administered ORF passages. The correlation between a maze task and comprehension was weaker than has been reported for elementary students. The best predictor of a high-stakes reading comprehension test was the previous year’s administration of the grade-appropriate test; fluency and verbal knowledge measures accounted for only small amounts of unique variance beyond that accounted for by the previous year’s administration.
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URL: http://www.ncbi.nlm.nih.gov/pubmed/21637727 https://doi.org/10.1080/10888431003623546 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3104321
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Cognitive Correlates of Inadequate Response to Reading Intervention
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A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention
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A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant
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