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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 0000-0002-6327-0054), Sally K. Fluhler, Emily A. Farris (ORCID 0000-0002-5545-1664), Brennan W. Chandler (ORCID 0000-0002-3138-6140)
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
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Jessica+R%2E+Toste%22">Jessica R. Toste</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6327-0054">0000-0002-6327-0054</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sally+K%2E+Fluhler%22">Sally K. Fluhler</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+A%2E+Farris%22">Emily A. Farris</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5545-1664">0000-0002-5545-1664</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brennan+W%2E+Chandler%22">Brennan W. Chandler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3138-6140">0000-0002-3138-6140</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Intervention+in+School+and+Clinic%22"><i>Intervention in School and Clinic</i></searchLink>. 2025 60(5):251-261.
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  Data: 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
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  Data: 11
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink>
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  Data: 10.1177/10534512251314361
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  Data: 1053-4512<br />1538-4810
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  Data: 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.
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  Data: 2025
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        Value: 10.1177/10534512251314361
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 251
    Subjects:
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Educational Needs
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      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Error Patterns
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Reading Instruction
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    Titles:
      – TitleFull: What's in a Word? Analyzing Students' Oral Reading Fluency to Inform Instructional Decision-Making
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              M: 05
              Type: published
              Y: 2025
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