Article2004

Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency

Lynn S. Fuchs · Douglas Fuchs · Donald L. Compton

225 citations0/0 files storedExceptional Children

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Reading and Literacy Development Early Childhood Education and Development Behavioral and Psychological Studies

Abstract

This study contrasts the validity of 2 early reading curriculum-based measurement (CBM) measures: word identification fluency and nonsense word fluency. At-risk children ( n = 151) were assessed (a) on criterion reading measures in the fall and spring of first grade and (b) on the 2 CBM measures each week for 7 weeks and twice weekly for an additional 13 weeks. Concurrent and predictive validity for CBM performance level and predictive validity for CBM slopes demonstrated the superiority of word identification fluency over nonsense word fluency. Findings are discussed in terms of the measures' utility for identifying children in need of intensive instruction and for monitoring children's progress through first grade.

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References

1985Curriculum-Based Measurement: The Emerging Alternative 2001Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis 1961Measurement and Evaluation in Psychology and Education.2004Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis.2001The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes 1977Rating the Importance of Structural Units of Prose Passages: A Problem of Metacognitive Development 1988The Validity of Informal Reading Comprehension Measures 1982Identifying Valid Measures of Reading

Cited by

2011Componential skills of beginning writing: An exploratory study 2010Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.2010Understanding the positive role of neighborhood socioeconomic advantage in achievement: The contribution of the home, child care, and school environments.2008Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools 2009

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