Using CBM as an Indicator of Decoding, Word Reading, and Comprehension: Do the Relations Change With Grade?

By Michelle K. Hosp, Lynn S. Fuchs. 2005

146 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c16d660c626543574abc8e285f5c46bbd79ac89d

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In Developmental and Educational Psychology

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Citations in the corpus

Literature Synthesis on Curriculum-Based Measurement in Reading (2007, background): “Hosp and Fuchs (2005) also observed changes in the nature of the relationship between reading aloud and reading proficiency associated with age.”
Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers’ text-reading fluency in English (2010, background): “Research on the development of reading fluency with monolinguals from the primary grades through middle school demonstrates a robust relationship between reading fluency and reading comprehension (e.g., Fuchs, Fuchs, & Maxwell, 1988; Hosp & Fuchs, 2005; Riedel, 2007; Shinn, Good, Knutson, Tilly, &”
Decoding and Reading Comprehension: A Test of the Decoding Threshold Hypothesis (2019, background): “Hosp and Fuchs (2005) found that the relation between decoding and reading fluency was weaker in Grade 1 students than that in Grade 2 or Grade 3 students.”
Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers (2006, background): “These measures serve as a powerful gauge of proficiency, strongly supported by a convergence of findings from decades of theoretical and empirical research (Fuchs et al., 2001; Hosp & Fuchs, 2005).”
Contrasting the Effectiveness of Fluency Interventions for Students with or at Risk for Learning Disabilities: A Multilevel Random Coefficient Modeling Meta–Analysis (2006, background): “There is a strong empirical relation between children’s ﬂuency and comprehension skills (e.g., Fuchs et al. 2001; Hosp & Fuchs, 2005).”
The Complex Nature of Reading Fluency: A Multidimensional View (2008, background): “…of its validity and reliability (e.g., Deno, Marston, Shinn, & Tindal, 1983; Deno, Mirkin, & Chiang, 1982; Fuchs et al., 1988, 2001; Good, Simmons, & Kame’enui, 2001; Hosp & Fuchs, 2005; Marston, 1989; Shinn et al., 1992; Stecker, Fuchs, & Fuchs, 2005, but see Rasinski, 2004; Samuels, 2006).”
Children’s oral narrative and reading skills in the first 3 years of reading instruction (2010, background): “The DIBELS tasks are fluency based measures of early literacy skills and reading in connected text, not reading comprehension per se. However, Oral Reading Fluency (ORF) tasks, such as the DIBELS ORF measure, are highly correlated with standardized measures of reading comprehension (e.g., Hosp & Fu”