Comparing performance standards on the retention of words read correctly per minute

Richard Kubina, Janelle Amato, Christopher L. Schwilk, William J. Therrien

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

To measure retention of oral reading fluency, three students attending a learning support classroom used a repeating reading strategy with two passages. Each student read one passage to a high performance standard and the other passage to a lower performance standard. Results show it took the students more practice to reach the higher performance standard in regards to both calendar days and practice trials. The retention measures revealed all students had comparable decrements with words read correctly per minute for both the high and low performance standards even though practice varied. During the last retention interval 31/2 months after obtaining the performance standard, all students demonstrated the highest terminal frequency of words read correctly per minute in the high performance standard condition.

Original languageEnglish (US)
Pages (from-to)328-338
Number of pages11
JournalJournal of Behavioral Education
Volume17
Issue number4
DOIs
StatePublished - Dec 1 2008

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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