HOW ELEMENTARY STUDENTS REFERRED FOR COMPENSATORY READING INSTRUCTION PERFORM ON SCHOOL-BASED MEASURES OF WORD RECOGNITION, FLUENCY, AND COMPREHENSION

The purpose of the present study was to examine how elementary students referred for compensatory remedial reading services performed on several key reading process variables: total word recognition errors while reading brief passages, significant or meaning-changing errors, comprehension, and readi...

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Bibliographic Details
Published inReading psychology Vol. 19; no. 2; pp. 185 - 216
Main Authors Rasinski, Timothy V., Padak, Nancy D.
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 01.04.1998
Subjects
Elementary Education
Reading Comprehension
Reading Difficulties
Reading Fluency
Reading Rate
Reading Research
Remedial Reading
Student Evaluation
Word Recognition
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Summary:The purpose of the present study was to examine how elementary students referred for compensatory remedial reading services performed on several key reading process variables: total word recognition errors while reading brief passages, significant or meaning-changing errors, comprehension, and reading rate. In order to maximize ecological validity, the students were assessed by the school-based reading specialist/teacher using assessment materials normally used in diagnostic evaluations of students referred for compensatory reading instruction. Although performance across all variables was below instructional levels for students' assigned grades, both word recognition variables and comprehension approached instructional levels. Reading rate alone was consistently and significantly below several previously identified standards of performance. We feel that poor performance in rate may be an indicator of fluency problems (including automaticity in word recognition and text phrasing). Suggestions for instruction to overcome difficulties in fluency were presented.
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ISSN:0270-2711
1521-0685
DOI:10.1080/0270271980190202