Using Word Reading Fluency Curriculum-Based Measurements to Monitor Students' Reading Progress in Grade 2

被引：2

作者：

Mahfouz, Mayson Abdel Sabour ^{[1
]}

Mohamed, Ahmed Hassan Hemdan ^{[1
]}

机构：

[1] United Arab Emirates Univ, Coll Educ, Special Educ Dept, POB 15551, Al Ain, U Arab Emirates

来源：

EDUCATION SCIENCES | 2023年 / 13卷 / 02期

关键词：

curriculum-based measurement; word reading fluency; progress monitoring; grade; 2; INDIVIDUAL-DIFFERENCES; COMPREHENSION; INTERVENTION; SKILLS; DISABILITY; 1ST-GRADE; DYSLEXIA; ABILITY; READER; POOR;

D O I：

10.3390/educsci13020217

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The researchers in this study examined the applicability of using an Arabic version of the curriculum-based measurement of word reading fluency (CBM WRF). A sample of 70 second-grade students, 45 average readers and 25 poor readers from a private school in Al Ain, UAE, were randomly selected to participate in this study. A 12-week trial demonstrated the effectiveness of using Arabic CBM WRF in monitoring the reading progress of second-grade students. In addition, Arabic CBM WRF was a good predictor of grade point average in the native language. Moreover, students who were struggling with reading scored significantly lower on CBM WRF probes than did average readers. Results suggest that the Arabic CBM WRF measure may be useful for evaluating and predicting reading performance in Arabic.

引用

页数：12

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