The Journal of Special Education Apprenticeship
Abstract
Oral Reading Fluency (ORF) is a widely‐used index of reading ability in early elementary grades; however, little information exists on predictive value of student characteristics on ORF scores (Wang, Algozzine, Ma, & Porfeli, 2011). A three‐step sequential model was used to analyze the influence of student characteristics on scores (N = 2649) on an end of year ORF measure. Results indicate gender, race, lunch status, and English Language Learner status explained 7% of the variance in scores after controlling for grade and school characteristics ΔR 2 = .07, F 8, 2626 = 35.93, p = < .001), and Special Education (SPED) status explained an additional 5% (ΔR 2 = .05 F 9, 2625 = 59.45, p = < .001). The predictive value of several student characteristics changed depending on SPED status, and this was also a significant moderator on grade level (ΔR 2 = .002 F 2, 2623 = 4.12, p = .016). The use of these results in subsequent research is discussed.
Recommended Citation
Dijk, W. v. (2018). The Influence of Student Characteristics on Early Elementary Oral Reading Fluency. The Journal of Special Education Apprenticeship, 7(1). https://doi.org/10.58729/2167-3454.1063