Examining Oral Reading Fluency Trajectories Among English Language Learners and English Speaking Students
Un estudio de las trayectorias de fluidez lectora oral en estudiantes de inglés como segunda lengua y estudiantes de habla inglesa
Abstract
Students’ oral reading fluency growth from first through fourth grade was used to predict their achievement on the Stanford Achievement Test (9th ed.; SAT-9 Reading) using a latent growth model. Two conditional variables related to student status were used to determine the effects on reading performance - English language learners (ELLs) with low socioeconomic status and low socioeconomic (SES) status alone. Results revealed that both types of student status variables reliably predicted low performance on initial first grade oral reading fluency, which later predicted fourth grade performance on the SAT-9. However, the reading fluency trajectories of the ELLs and monolingual English students were not significantly different. In addition, when both student status variables and letter naming fluency were used to predict initial oral reading fluency, letter naming fluency dominated the prediction equation, suggesting that an initial pre-reading skill, letter naming fluency, better explained fourth grade performance on the SAT-9 than either ELL with low SES or low SES alone. The discussion focuses on how to better enable these readers and how oral reading fluency progress monitoring can be used to assist school personnel in determining which students need additional instructional assistance.
Keywords
Resumen
Los resultados revelaron que ambos tipos de variables sobre la condición del estudiante predecían de manera fiable un bajo desempeño en su fluidez lectora oral en 1o, que después predeciría el desempeño del 4o curso en el SAT-9. Sin embargo, las trayectorias de fluidez de lectura de los estudiantes ELL y de los estudiantes monolingües ingleses no presentaban diferencias significativas. Asimismo, cuando se utilizaron las dos variables sobre la situación del estudiante y la fluidez nombrando letras para predecir la fluidez lectora oral inicial, la fluidez a la hora de nombrar letras dominaba la ecuación de predicción, lo que indicaba que una habilidad inicial de prelectura como es la fluidez a la hora de nombrar las letras explicaba mejor el rendimiento de 4o curso en el SAT-9 que el hecho de ser estudiantes de legua inglesa con bajo estatus socio económico o el bajo estatus socioeconómico por sí sólo. El estudio se centra en cómo capacitar mejor a estos lectores y ver cómo se puede utilizar el seguimiento de su progreso en la lectura oral para ayudar al equipo escolar a determinar qué estudiantes necesitan recibir ayuda adicional en su formación.
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