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Pratt, Sharon M. – Reading Psychology, 2020
This mixed methods study explored the relationship between what beginning readers say about their thought processes for self-monitoring their reading and their ability to self-correct. Using Epistemic Network Analysis to visually map the metacognitive processes first-graders reported, results indicate a statistically significant difference (p…
Descriptors: Oral Reading, Error Correction, Cognitive Processes, Metacognition
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Zimmerman, Belinda S.; Rasinski, Timothy V.; Was, Christopher A.; Rawson, Katherine A.; Dunlosky, John; Kruse, Sharon D.; Nikbakht, Elham – Reading Psychology, 2019
This study investigated the efficacy of the Fluency Development Lesson (FDL) in improving reading achievement in primary grade struggling readers. 30 readers, enrolled in a summer reading clinic, participated in daily 40-min mini-reading lessons across 5 weeks. During the fluency lessons, readers practiced and developed their literacy skills…
Descriptors: Outcomes of Education, Reading Difficulties, Reading Achievement, Elementary School Students
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Smith, Grant S.; Paige, David D. – Reading Psychology, 2019
Becoming a fluent reader has been established as important to reading comprehension. Prosody (expression) is an indicator of fluent reading that is linked to improved comprehension in students across elementary, middle, and secondary grades. Fluent reading is most often evaluated by classroom teachers through the use of a rubric, with the most…
Descriptors: Interrater Reliability, Oral Reading, Reading Fluency, National Competency Tests
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D'Agostino, Jerome V.; Kelly, Robert H.; Rodgers, Emily – Reading Psychology, 2019
While there is consensus that self-corrections (SCs) ought to be coded as part of oral reading assessments, less agreement exists as to what, if any, role self-correcting plays in reading development. The purpose of this study was to address limitations of prior research and provide a more statistically accurate estimate of the role of SC in early…
Descriptors: Beginning Reading, Error Correction, Reading Difficulties, Emergent Literacy
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Morris, Darrell; Pennell, Ashley M.; Perney, Jan; Trathen, Woodrow – Reading Psychology, 2018
This study compared reading rate to reading fluency (as measured by a rating scale). After listening to first graders read short passages, we assigned an overall fluency rating (low, average, or high) to each reading. We then used predictive discriminant analyses to determine which of five measures--accuracy, rate (objective); accuracy, phrasing,…
Descriptors: Reading Fluency, Prediction, Grade 1, Elementary School Students
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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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Pratt, Sharon M.; Martin, Anita M. – Reading Psychology, 2017
This pilot study explored two methods of eliciting beginning readers' verbalizations of their thinking when self-monitoring oral reading: video-stimulated recall and concurrent questioning. First and second graders (N = 11) were asked to explain their thinking about repetitions, attempts to self-correct, and successful self-corrects, in order to…
Descriptors: Recall (Psychology), Video Technology, Stimuli, Questioning Techniques
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Sears, Sue – Reading Psychology, 1999
Considers two different views of beginning reading, one emphasizing the alphabetic nature of written language and the other focusing on contextual, as opposed to graphic, information. Examines different perspectives by evaluating oral reading errors in 15 first graders. Results support the influence of instructional approach on children's…
Descriptors: Beginning Reading, Error Analysis (Language), Grade 1, Oral Reading
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Wilkinson, Ian G.; Brown, Cathy A. – Reading Psychology, 1983
Reports on two studies that examined differences in the processing strategies of beginning readers, as indicated by an analysis of oral reading errors. (FL)
Descriptors: Academic Aptitude, Beginning Reading, Cognitive Processes, Comparative Analysis
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Kragler, Sherry – Reading Psychology, 1995
Investigates the internalization process of reading among 32 first graders. Finds that more of the experimental group students (who were allowed to "mumble read" during instructional and silent reading time) were reading silently as well as having higher reading placements than the control group (whose vocalizations were suppressed). (RS)
Descriptors: Beginning Reading, Grade 1, Language Acquisition, Oral Reading