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Rumbaugh, Christopher M.; Landau, Joshua D. – Reading Psychology, 2018
Two experiments assessed how reading aloud versus reading silently would benefit recognition and recall performance of content-specific vocabulary (i.e., the production effect). Participants studied 30 terms from an American history curriculum by reading half of the vocabulary aloud, while the remaining words were read silently. After a brief…
Descriptors: Undergraduate Students, Reading Aloud to Others, Oral Reading, Silent Reading
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Shapiro, Edward S.; Fritschmann, Nanette S.; Thomas, Lisa B.; Hughes, Cheyenne L.; McDougal, James – Reading Psychology, 2014
Concurrent and predictive validity between the Retell Reading Rubric (RRR), Oral Reading Fluency (ORF), an adaptation of the DIBELS Retell Fluency (RTF-A), and a state assessment emphasizing reading comprehension were examined across students in grades 3 and 5. Results showed the RRR to have moderate and statistically significant relationships to…
Descriptors: Predictive Validity, Reading Comprehension, Reading Tests, Scoring Rubrics
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Clemens, Nathan H.; Hilt-Panahon, Alexandra; Shapiro, Edward S.; Yoon, Myeongsun – Reading Psychology, 2012
This study investigated four widely-used early literacy skills indicators in reflecting growth toward first-grade text reading skills. Examining the progress of 101 students across kindergarten and first grade, Letter Naming Fluency (LNF) and Nonsense Word Fluency (NWF) were more accurate than Initial Sounds Fluency and Phoneme Segmentation…
Descriptors: Kindergarten, Grade 1, Reading Instruction, Emergent Literacy