Effect of Oral Reading Accuracy on the Reading Progress of First Graders in a Literacy Intervention

• In Event: 53.032 - The Roles of Instructional Practices and Assessment in Literacy Learning

Abstract

In this study, we investigated the role of oral reading accuracy for students having difficulty learning to read. From an extant data set of 139 first graders in Reading Recovery (RR), we selected one running record per week for each student and averaged each student’s oral reading accuracy. We used regression to predict student post-intervention OSELA and SORT-R3 scale scores and used HLM to model student growth in RR book level over the course of the intervention, using average oral reading accuracy as a level-2 predictor. Results indicated that oral reading accuracy was positively and strongly related to outcomes on standard literacy assessments for students in our sample. More importantly, students with average accuracy above 90% made better reading progress.

Authors

• Robert H Kelly, The Ohio State University - Columbus

• Emily M. Rodgers, The Ohio State University

• Jerome V. D'Agostino, The Ohio State University