Abstract
This study examined the reliability and validity of scores on a fluency-based measure of reading comprehension. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS; 6th ed. revised) Retell Fluency (RTF), Oral Reading Fluency (DORF), and Woodcock Johnson III NU Tests of Achievement (WJ-III NU ACH) Reading Comprehension measures were administered to fourth-grade students. Results indicated a large difference between real time and recorded retell fluency scores for each passage. In addition, students' retell fluency scores had a low correlation with their reading comprehension scores. In light of these findings, practitioners may want to exercise caution in using fluency-based story-retell scores as a measure of reading comprehension.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 416-426 |
| Number of pages | 11 |
| Journal | Psychology in the Schools |
| Volume | 48 |
| Issue number | 4 |
| DOIs | |
| State | Published - Apr 2011 |
All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology