Word Recognition Error Analysis: Comparing Isolated Word List and Oral Passage Reading

The purpose of this study was to determine the relation between word recognition errors made at a letter–sound pattern level on a word list and on a curriculum-based measurement oral reading fluency measure (CBM-ORF) for typical and struggling elementary readers. The participants were second, third,...

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Bibliographic Details
Published in:Assessment for effective intervention 2011-06, Vol.36 (3), p.167-178
Main Authors: Flynn, Lindsay J., Hosp, John L., Hosp, Michelle K., Robbins, Kelly P.
Format: Article
Language:English
Subjects:
Correlation
Curriculum
Curriculum Based Assessment
Elementary School Students
Error Analysis (Language)
Grade 2
Grade 3
Grade 4
Measurement
Measures (Individuals)
Oral Reading
Pattern Recognition
Phoneme Grapheme Correspondence
Reading Fluency
Reading Instruction
School based
Word Lists
Word Recognition
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Summary:The purpose of this study was to determine the relation between word recognition errors made at a letter–sound pattern level on a word list and on a curriculum-based measurement oral reading fluency measure (CBM-ORF) for typical and struggling elementary readers. The participants were second, third, and fourth grade typical and struggling readers (n = 69) who were systematically sampled from a pool of 265 students participating in a larger study. Participants read a nonsense word list composed of 599 words across 89 letter–sound patterns and three CBM-ORF passages. Pearson product–moment (Pearson r) correlation coefficients indicate students’ recognition of letter–sound patterns on word list and CBM-ORF differs between patterns as well as between type of reader. Results are discussed in terms of usefulness for CBM-ORF to assess letter–sound pattern recognition skills of typical and struggling elementary readers.
ISSN:1534-5084
1938-7458
DOI:10.1177/1534508411398649