Publication Date

5-1-2006

Degree Program

Department of Psychology

Degree Type

Education Specialist

Abstract

Reading fluency is an important part of the process of learning to read. It is commonly assessed by the use of Curriculum-Based Measurement (CBM) techniques; however, a new assessment method emerged in the Woodcock-Johnson Tests of Achievement- Third Edition (WJ-III). Only one previous study had examined the validity of the Reading Fluency test from the WJ-III by comparing it to established CBM measures of reading fluency for a sample of third-grade students. The resulting correlation between the two measures supported the validity of the WJIII Reading Fluency test, but it was unclear as to the two tests' relationship across grade levels. To address this question, the current study examined the relationship between the Dynamic Indicators of Basic Early Literacy Skills test of Oral Reading Fluency (DORF) a standardized CBM-type measure, and the WJ-III Reading Fluency test with students from grades one, three, and five. Results supported the use of the WJ-III Reading Fluency test as a valid measure of reading fluency across grade levels.

Disciplines

Education | Psychology

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