Oral reading fluency as a screening tool with English learners: A systematic review |
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| Authors: | Kirsten W Newell Robin S Codding Tara W Fortune |
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| Institution: | 1. Department of Educational Psychology, Texas A&M University, College Station, Texas;2. Department of Applied Psychology, Northeastern University, Boston, Massachusetts;3. Center for Advanced Research on Language Acquisition, University of Minnesota, Minneapolis, Minnesota |
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| Abstract: | Students learning to read in more than one language are a growing population in schools. Early screening and identification of reading difficulties may lead to better outcomes for all students. Oral reading fluency (ORF) is one tool shown to be both a reliable measure of reading and an accurate method to identify students at risk for poor reading outcomes. This study synthesized available validity evidence for ORF with biliterates. All included studies (n = 31) were conducted with English language learners in grades K–8. Results suggested that although ORF is correlated with reading outcomes, the accuracy of ORF to identify English learners at risk of poor reading outcomes does not meet criteria. The strength of validity evidence differed by language proficiency of participants. Finally, the quality of the reviewed studies was low in critical areas. |
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| Keywords: | biliteracy english language learners oral reading fluency |
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