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Understanding the Misunderstanding : = An Analysis of the Relationships between Reading Fluency Constructs, Reading Fluency Instruction and Oral Reading Fluency Assessment in the Elementary Grades.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Understanding the Misunderstanding :/
Reminder of title:	An Analysis of the Relationships between Reading Fluency Constructs, Reading Fluency Instruction and Oral Reading Fluency Assessment in the Elementary Grades.
Author:	Cribbs, Aimee M.
Description:	1 online resource (158 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 75-08, Section: A.
Contained By:	Dissertations Abstracts International75-08A.
Subject:	Educational tests & measurements. -
Online resource:	click for full text (PQDT)
ISBN:	9781303661907

Understanding the Misunderstanding : = An Analysis of the Relationships between Reading Fluency Constructs, Reading Fluency Instruction and Oral Reading Fluency Assessment in the Elementary Grades.
Cribbs, Aimee M.

Understanding the Misunderstanding :An Analysis of the Relationships between Reading Fluency Constructs, Reading Fluency Instruction and Oral Reading Fluency Assessment in the Elementary Grades. - 1 online resource (158 pages)

Source: Dissertations Abstracts International, Volume: 75-08, Section: A.

Thesis (Ed.D.)--Piedmont College, 2013.

Includes bibliographical references

This study focused on the relationships between educator reading fluency constructs, reading fluency instruction and oral reading fluency assessment. Survey responses from sixty-six elementary educators in rural and urban north Georgia were analyzed to reach an understanding of why educators are likely to equate reading fluency with reading fast (Rasinski, 2009) and focus reading fluency instruction on raising reading rates (Manzo, 2005). The mixed-methods survey analysis informed a grounded theory describing the relationships between factors related to educator misunderstanding. The mixed-methods analyses of survey responses indicated educator reading fluency constructs may or may not be related to reading fluency instruction and interpretation of oral reading fluency assessment scores. Similarly, findings suggested that oral reading fluency assessment use may or may not be related to educator reading fluency constructs, reading fluency instruction and interpretation of oral reading fluency assessment scores. Although a single source for educator misunderstanding was not isolated, the significant role of misinterpretation of oral reading fluency assessment scores and misunderstandings about the intended purposes of reading fluency instruction was demonstrated. Evidence suggested the need to clarify the intended use of oral reading fluency assessment scores with educators and administrators to guide appropriate instructional decision-making.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781303661907Subjects--Topical Terms:

1180442
Educational tests & measurements.
Subjects--Index Terms:

AssessmentIndex Terms--Genre/Form:

554714
Electronic books.

Understanding the Misunderstanding : = An Analysis of the Relationships between Reading Fluency Constructs, Reading Fluency Instruction and Oral Reading Fluency Assessment in the Elementary Grades.
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520 $a This study focused on the relationships between educator reading fluency constructs, reading fluency instruction and oral reading fluency assessment. Survey responses from sixty-six elementary educators in rural and urban north Georgia were analyzed to reach an understanding of why educators are likely to equate reading fluency with reading fast (Rasinski, 2009) and focus reading fluency instruction on raising reading rates (Manzo, 2005). The mixed-methods survey analysis informed a grounded theory describing the relationships between factors related to educator misunderstanding. The mixed-methods analyses of survey responses indicated educator reading fluency constructs may or may not be related to reading fluency instruction and interpretation of oral reading fluency assessment scores. Similarly, findings suggested that oral reading fluency assessment use may or may not be related to educator reading fluency constructs, reading fluency instruction and interpretation of oral reading fluency assessment scores. Although a single source for educator misunderstanding was not isolated, the significant role of misinterpretation of oral reading fluency assessment scores and misunderstandings about the intended purposes of reading fluency instruction was demonstrated. Evidence suggested the need to clarify the intended use of oral reading fluency assessment scores with educators and administrators to guide appropriate instructional decision-making.
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