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An Examination of Bias in Oral Reading Fluency


Abstract Recent legislation allowing educational agencies to use Response to Intervention (RTI) in determining whether a child has a specific learning disability, coupled with a focus on large-scale testing and accountability resulted in the increasing use of curriculum based measurement (CBM) as a tool for understanding students' progress towards state standards, particularly in reading through the use of oral reading fluency measures. Extensive evidence of oral reading fluency's predictability of reading comprehension exists, but little research on differential effects across racial, gender, and socioeconomic subgroups is available. This study investigated racial, gender, and socioeconomic bias in DIBELS Oral Reading Fluency (DIBELS ORF) p... (more)
Created Date 2013
Contributor Adkins, Jill (Author) / Caterino, Linda C. (Advisor) / Atkinson, Robert (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Subject Educational psychology / Oral reading fluency / Predictive bias / Test bias
Type Doctoral Dissertation
Extent 88 pages
Language English
Copyright
Reuse Permissions All Rights Reserved
Note Ph.D. Educational Psychology 2013
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS


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Description Dissertation/Thesis