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.
Dijk, Wilhelmina van
"The Influence of Student Characteristics on Early Elementary Oral Reading Fluency,"
The Journal of Special Education Apprenticeship: Vol. 7:
1, Article 4.
Available at: https://scholarworks.lib.csusb.edu/josea/vol7/iss1/4