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Measuring Gains in Reading Ability with Passage Reading Fluency
Author(s) -
Jenkins Joseph R.,
Zumeta Rebecca,
Dupree Opio
Publication year - 2005
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2005.00140.x
Subject(s) - fluency , reading (process) , psychology , variation (astronomy) , test (biology) , learning disability , developmental psychology , audiology , words per minute , mathematics education , linguistics , medicine , philosophy , paleontology , physics , astrophysics , biology
This study examined several aspects of Passage Reading Fluency (PRF) including performance variability across passages alternative designs for measuring PRF gain, and effects on PRF level from retesting with the same passages. Participants were 33 students from grades 2 to 10 attending a school for students with learning disabilities. PRF was measured at three test points. Time‐2 tests occurred 10 weeks after time‐1 tests, and time‐3 tests occurred 5 weeks after the time‐2 tests. At Test points 2 and 3, students read old passages (same‐passage design) and new passages (different‐passage design). Results showed substantial individual variation on concurrent PRF measures, smaller variation in gains measured with the same‐passage design, and no passage memory effects (i.e., from retested passages). Results are discussed in relation to measuring reading gains in Response to Intervention models.