What Is the Impact of Oral Reading Accuracy on the Reading Progress of Struggling First-Grade Students?

• In Event: Poster Session 9
  In Poster Session: Understanding Intruction, Motivation, and Learning in Literacy

Abstract

Easy, instructional, and hard oral reading accuracy levels are so well accepted that many instructional approaches rely on these levels to select texts for instruction; yet, disagreement exists as to which percentage of accuracy best promotes reading progress. We used 2,725 running records and literacy achievement pre- and posttest scores for 45 first-graders to investigate the relationship between oral reading accuracy and reading outcomes. HLM results indicated that the proportion of books read with below 90% accuracy negatively predicted adjusted outcomes; reading at or above 90% accuracy, particularly 95% and above, positively predicted them. Additionally, students who predominately read at easy or instructional levels had significantly greater achievement scores on average compared to students who read at mostly hard accuracy.

Authors

• Emily M. Rodgers, The Ohio State University

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

• Robert H Kelly, The Ohio State University - Columbus