What's in a Word? Analyzing Students' Oral Reading Fluency to Inform Instructional Decision-Making
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| Title: | What's in a Word? Analyzing Students' Oral Reading Fluency to Inform Instructional Decision-Making |
|---|---|
| Language: | English |
| Authors: | Jessica R. Toste (ORCID |
| Source: | Intervention in School and Clinic. 2025 60(5):251-261. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A190126 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Reading Fluency, Reading Difficulties, Students with Disabilities, Intervention, Educational Needs, Decision Making, Error Patterns, Reading Strategies, Reading Instruction |
| DOI: | 10.1177/10534512251314361 |
| ISSN: | 1053-4512 1538-4810 |
| Abstract: | Students with reading disabilities require instruction and intensive intervention targeted to their current learning needs. Through data-based instruction, educators can monitor student's performance and make adjustments to instruction to better address student needs using both progress monitoring and diagnostic assessment. This article provides educators with a systematic approach to using error analysis of oral reading fluency data as a diagnostic tool to guide instructional decision-making. Additionally, it examines potential causes of word reading errors--such as phonemic, orthographic, morphemic, or high-frequency word challenges--and offers educator strategies for adapting and intensifying instruction based on individual student error patterns. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1469369 |
| Database: | ERIC |
| Abstract: | Students with reading disabilities require instruction and intensive intervention targeted to their current learning needs. Through data-based instruction, educators can monitor student's performance and make adjustments to instruction to better address student needs using both progress monitoring and diagnostic assessment. This article provides educators with a systematic approach to using error analysis of oral reading fluency data as a diagnostic tool to guide instructional decision-making. Additionally, it examines potential causes of word reading errors--such as phonemic, orthographic, morphemic, or high-frequency word challenges--and offers educator strategies for adapting and intensifying instruction based on individual student error patterns. |
|---|---|
| ISSN: | 1053-4512 1538-4810 |
| DOI: | 10.1177/10534512251314361 |
