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

Jillian M. Bellinger, James C. Diperna

Research output: Contribution to journalArticle

9 Scopus citations

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

    Fingerprint

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this