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Morris, Darrell; Trathen, Woodrow; Perney, Jan; Gill, Tom; Schlagal, Robert; Ward, Devery; Frye, Elizabeth – Reading Psychology, 2018
Grounded in the simple view of reading, this study tracked the development of print-processing skill in high-, average-, and low-achieving readers at six time points across grades 1-3. Results showed large between-group differences in sight vocabulary, oral reading accuracy, and oral reading rate that remained stable from beginning of first grade…
Descriptors: Elementary School Students, Grade 1, Grade 2, Grade 3
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Morris, Darrell; Trathen, Woodrow; Perney, Jan; Gill, Tom; Schlagal, Robert; Ward, Devery; Frye, Elizabeth M. – Reading Psychology, 2017
Within a developmental framework, this study compared the predictive validity of three DIBELS tasks (phoneme segmentation fluency [PSF], nonsense word fluency [NWF], and oral reading fluency [ORF]) with that of three alternative tasks drawn from the field of reading (phonemic spelling [phSPEL], word recognition-timed [WR-t], and graded passage…
Descriptors: Elementary School Students, Emergent Literacy, Reading Tests, Reading Fluency
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Morris, Darrell; Trathen, Woodrow; Gill, Tom; Schlagal, Robert; Ward, Devery; Frye, Elizabeth M. – Reading Psychology, 2017
In this study we explore students' reading rates in grades 1-3. We begin with a short history of reading rate as an assessment measure in the early grades. Next, we share rate data from a recent study (N = 305) where children's contextual reading was assessed with a traditional passage-reading inventory. A comparison of our average grade-level…
Descriptors: Reading Rate, Elementary School Students, Emergent Literacy, Reading Fluency