Is fluency-based story retell a good indicator of reading comprehension?

Jillian M. Bellinger, James Clyde Diperna

Research output: Contribution to journalArticle

7 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)416-426
Number of pages11
JournalPsychology in the Schools
Volume48
Issue number4
DOIs
StatePublished - Apr 1 2011

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Reading
comprehension
Students
Reproducibility of Results
student
literacy
Exercise

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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Is fluency-based story retell a good indicator of reading comprehension? / Bellinger, Jillian M.; Diperna, James Clyde.

In: Psychology in the Schools, Vol. 48, No. 4, 01.04.2011, p. 416-426.

Research output: Contribution to journalArticle

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