The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes

By R. Good, Deborah C. Simmons, E. Kameenui. 2001

653 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e5c352f77e78fa5b00814dd66e9f0a3cdefdf150

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Lynn S. Fuchs
2. Theodore J. Christ
3. Douglas Fuchs
4. S. Ardoin
5. A. Vanderheyden
6. John M. Hintze
7. Donald L. Compton
8. J. Jenkins

In Education

1. Lynn S. Fuchs
2. Douglas Fuchs
3. A. Vanderheyden
4. Theodore J. Christ
5. S. Ardoin
6. John M. Hintze
7. Donald L. Compton
8. E. Shapiro

Citations in the corpus

• The Complex Nature of Reading Fluency: A Multidimensional View (2008, background): “…and .45) correlations with other measures of early reading achievement (Good et al., 2001; Hintze, Ryan, & Stoner, 2003), while PSF has larger concurrent correlations ranging from .53 (Hintze et al.) to .68 (Good et al., 2001) and predictive correlations ranging from .54 to .73 (Good et al., 2001).”
• Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings (2008, methodology): “Growth estimates were calculated with methods consistent with those previously reported in the research literature (Deno et al., 2001; Fuchs et al., 1993; Good & Shinn, 1990; Hintze & Christ, 2004).”
• Effects of Viewing the Television Program Between the Lions on the Emergent Literacy Skills of Young Children (2004, methodology): “The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment tool (Good & Kaminski, 2000; Kaminski & Good, 1996), comprising three individually administered and timed subtests (letter naming [LN], phonemic segmentation fluency [PSF], and nonsense word fluency [NWF]), was administered to”
• Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools (2008, background): “Finally, mean performance in relation to targeted benchmark levels of performance are typically slightly above or slightly below recommendations (Good et al., 2001).”
• A Longitudinal Examination of the Diagnostic Accuracy and Predictive Validity of R-CBM and High-Stakes Testing (2005, background): “Similarly, Good, Simmons, and Kameenui (2001) explored a continuum of fluency-based indicators of foundational early literacy skills to predict emerging reading outcomes as well as performance on the Oregon Statewide Assessment (OSA).”
• Are Fluency Measures Accurate Predictors of Reading Achievement? (2007, background): “Good et al. (2001) reported that the correlation of third-grade ORF and the Oregon Statewide Assessment was 0.67. Looking at performance classifications, Good et al. (2002) found that 96% of the third-grade students scoring above the DIBELS benchmark on ORF met expectations on a statewide comprehens”
• Integrating Frameworks From Early Childhood Intervention and School Psychology to Accelerate Growth for All Young Children (2006, methodology): “The DIBELS has been widely promoted and used by schools to track and facilitate adequate yearly progress in early reading because of its demonstrated link to reading competence and high-stakes testing at the end of Grade 3 (Good et al., 2001).”
• Modeling the Relationship Between Oral Reading Fluency and Performance on a Statewide Reading Test (2006, background): “This finding contributes to the goal to develop expectations for growth in oral reading fluency in this age range (Fuchs et al., 2001; Good et al., 2001; Wolf & Katzir-Cohen, 2001).”