A Spectrographically Grounded Scale for Evaluating Reading Expressiveness
This study evaluated the validity of a new scale for assessing children's reading fluency skill called the Comprehensive Oral Reading Fluency Scale (CORFS). The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading flue...
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| Veröffentlicht in: | Reading research quarterly 2013-04, Vol.48 (2), p.105-133 |
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| container_title | Reading research quarterly |
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| creator | Benjamin, Rebekah George Schwanenflugel, Paula J. Meisinger, Elizabeth B. Groff, Carolyn Kuhn, Melanie R. Steiner, Lilly |
| description | This study evaluated the validity of a new scale for assessing children's reading fluency skill called the Comprehensive Oral Reading Fluency Scale (CORFS). The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading fluency: reading expression, reading rate, and accuracy. In study 1, the reading expression subscale was developed by examining spectrographically measured prosodie differences in the oral readings of children with varying fluency skill. Three experts independently rated the oral readings of 59 second-grade children using the CORFS. Intraclass correlations among raters were strong for both reading expression, and reading rate and accuracy. Expression ratings correlated with all but one spectrographic indicator of reading prosody and highly with standardized assessments of reading fluency and comprehension. In study 2, the structure of the scale was replicated using spectrographic measures of the oral readings of 60 third-grade children reading two new texts. Two experts independently rated these oral readings using a final version of the scale. Results were comparable to those of study 1. Together, these results support the validity of the CORFS as an assessment of reading fluency. |
| doi_str_mv | 10.1002/rrq.43 |
| format | Article |
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The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading fluency: reading expression, reading rate, and accuracy. In study 1, the reading expression subscale was developed by examining spectrographically measured prosodie differences in the oral readings of children with varying fluency skill. Three experts independently rated the oral readings of 59 second-grade children using the CORFS. Intraclass correlations among raters were strong for both reading expression, and reading rate and accuracy. Expression ratings correlated with all but one spectrographic indicator of reading prosody and highly with standardized assessments of reading fluency and comprehension. In study 2, the structure of the scale was replicated using spectrographic measures of the oral readings of 60 third-grade children reading two new texts. Two experts independently rated these oral readings using a final version of the scale. Results were comparable to those of study 1. Together, these results support the validity of the CORFS as an assessment of reading fluency.</description><identifier>ISSN: 0034-0553</identifier><identifier>EISSN: 1936-2722</identifier><identifier>DOI: 10.1002/rrq.43</identifier><identifier>CODEN: RRQUA6</identifier><language>eng</language><publisher>Newark: Blackwell Publishing Ltd</publisher><subject>Accuracy ; as inquiry ; Assessment ; Audio Equipment ; Automaticity ; Childhood ; Children ; Children & youth ; Comprehension ; Correlation analysis ; Decoding ; Elementary education ; Evaluation Methods ; Expertise ; Factor Analysis ; Fluency ; Grade 2 ; Informal ; Language fluency ; Measures (Individuals) ; Oral Reading ; Oral reading fluency ; Oral reading, read‐alouds ; Predicting ; Prosody ; rate ; Rating Scales ; read-alouds ; Reading comprehension ; Reading Fluency ; Reading Instruction ; Reading Rate ; Reading research ; Rubrics ; Sentence stress ; Sight words ; Sight words, word recognition ; Speed ; Speed, rate ; Standardized tests ; To inform instruction ; To inform instruction, as inquiry ; To learners in which of the following categories does your work apply? ; Validity ; word recognition</subject><ispartof>Reading research quarterly, 2013-04, Vol.48 (2), p.105-133</ispartof><rights>Copyright © 2013 International Reading Association</rights><rights>2013 International Reading Association</rights><rights>Copyright Int Reading Association Apr/Jun 2013</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3663-18c4ec6ad668d5026048e9eb4507ed1dd6492d003735a45317e57c7c7615dd6a3</citedby><cites>FETCH-LOGICAL-c3663-18c4ec6ad668d5026048e9eb4507ed1dd6492d003735a45317e57c7c7615dd6a3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/41827181$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/41827181$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>315,781,785,804,1418,27926,27927,45576,45577,58019,58252</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ997856$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Benjamin, Rebekah George</creatorcontrib><creatorcontrib>Schwanenflugel, Paula J.</creatorcontrib><creatorcontrib>Meisinger, Elizabeth B.</creatorcontrib><creatorcontrib>Groff, Carolyn</creatorcontrib><creatorcontrib>Kuhn, Melanie R.</creatorcontrib><creatorcontrib>Steiner, Lilly</creatorcontrib><title>A Spectrographically Grounded Scale for Evaluating Reading Expressiveness</title><title>Reading research quarterly</title><addtitle>Read Res Q</addtitle><description>This study evaluated the validity of a new scale for assessing children's reading fluency skill called the Comprehensive Oral Reading Fluency Scale (CORFS). The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading fluency: reading expression, reading rate, and accuracy. In study 1, the reading expression subscale was developed by examining spectrographically measured prosodie differences in the oral readings of children with varying fluency skill. Three experts independently rated the oral readings of 59 second-grade children using the CORFS. Intraclass correlations among raters were strong for both reading expression, and reading rate and accuracy. Expression ratings correlated with all but one spectrographic indicator of reading prosody and highly with standardized assessments of reading fluency and comprehension. In study 2, the structure of the scale was replicated using spectrographic measures of the oral readings of 60 third-grade children reading two new texts. Two experts independently rated these oral readings using a final version of the scale. Results were comparable to those of study 1. Together, these results support the validity of the CORFS as an assessment of reading fluency.</description><subject>Accuracy</subject><subject>as inquiry</subject><subject>Assessment</subject><subject>Audio Equipment</subject><subject>Automaticity</subject><subject>Childhood</subject><subject>Children</subject><subject>Children & youth</subject><subject>Comprehension</subject><subject>Correlation analysis</subject><subject>Decoding</subject><subject>Elementary education</subject><subject>Evaluation Methods</subject><subject>Expertise</subject><subject>Factor Analysis</subject><subject>Fluency</subject><subject>Grade 2</subject><subject>Informal</subject><subject>Language fluency</subject><subject>Measures (Individuals)</subject><subject>Oral Reading</subject><subject>Oral reading fluency</subject><subject>Oral reading, read‐alouds</subject><subject>Predicting</subject><subject>Prosody</subject><subject>rate</subject><subject>Rating Scales</subject><subject>read-alouds</subject><subject>Reading comprehension</subject><subject>Reading Fluency</subject><subject>Reading Instruction</subject><subject>Reading Rate</subject><subject>Reading research</subject><subject>Rubrics</subject><subject>Sentence stress</subject><subject>Sight words</subject><subject>Sight words, word recognition</subject><subject>Speed</subject><subject>Speed, rate</subject><subject>Standardized tests</subject><subject>To inform instruction</subject><subject>To inform instruction, as inquiry</subject><subject>To learners in which of the following categories does your work apply?</subject><subject>Validity</subject><subject>word recognition</subject><issn>0034-0553</issn><issn>1936-2722</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><recordid>eNp1kF1LwzAUhoMoOKf-AoWCIHjRme-0lzrqnOhkU_EyxOZMO-vaJZ1u_95oZXcmFy_hfXhOOAgdEtwjGNNz5xY9zrZQh6RMxlRRuo06GDMeYyHYLtrzfobDEZR10PAieqghb1z16kz9VuSmLNfRwFXLuQUbPYQ3RNPKRdmnKZemKeav0QSM_clsVTvwvviEeYh9tDM1pYeDv-yip6vssX8d394Phv2L2zhnUrKYJDmHXBorZWIFphLzBFJ44QIrsMRayVNqw3cVE4YLRhQIlYcriQilYV100nprVy2W4Bs9q5ZuHkZqwmjQpETIQJ22VO4q7x1Mde2KD-PWmmD9syYd1qQ5C-BRC4Ir8g2U3aSpSn49Z239VZSw_keiJ5Pxr-q4ZWe-qdyG5SShiiQk9HHbF76B1aY37l1LxZTQz6OBvuyP7sbPk7G-Zt8hI4k6</recordid><startdate>20130401</startdate><enddate>20130401</enddate><creator>Benjamin, Rebekah George</creator><creator>Schwanenflugel, Paula J.</creator><creator>Meisinger, Elizabeth B.</creator><creator>Groff, Carolyn</creator><creator>Kuhn, Melanie R.</creator><creator>Steiner, Lilly</creator><general>Blackwell Publishing Ltd</general><general>Wiley Subscription Services, Inc</general><general>Wiley-Blackwell</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope></search><sort><creationdate>20130401</creationdate><title>A Spectrographically Grounded Scale for Evaluating Reading Expressiveness</title><author>Benjamin, Rebekah George ; Schwanenflugel, Paula J. ; Meisinger, Elizabeth B. ; Groff, Carolyn ; Kuhn, Melanie R. ; Steiner, Lilly</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3663-18c4ec6ad668d5026048e9eb4507ed1dd6492d003735a45317e57c7c7615dd6a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Accuracy</topic><topic>as inquiry</topic><topic>Assessment</topic><topic>Audio Equipment</topic><topic>Automaticity</topic><topic>Childhood</topic><topic>Children</topic><topic>Children & youth</topic><topic>Comprehension</topic><topic>Correlation analysis</topic><topic>Decoding</topic><topic>Elementary education</topic><topic>Evaluation Methods</topic><topic>Expertise</topic><topic>Factor Analysis</topic><topic>Fluency</topic><topic>Grade 2</topic><topic>Informal</topic><topic>Language fluency</topic><topic>Measures (Individuals)</topic><topic>Oral Reading</topic><topic>Oral reading fluency</topic><topic>Oral reading, read‐alouds</topic><topic>Predicting</topic><topic>Prosody</topic><topic>rate</topic><topic>Rating Scales</topic><topic>read-alouds</topic><topic>Reading comprehension</topic><topic>Reading Fluency</topic><topic>Reading Instruction</topic><topic>Reading Rate</topic><topic>Reading research</topic><topic>Rubrics</topic><topic>Sentence stress</topic><topic>Sight words</topic><topic>Sight words, word recognition</topic><topic>Speed</topic><topic>Speed, rate</topic><topic>Standardized tests</topic><topic>To inform instruction</topic><topic>To inform instruction, as inquiry</topic><topic>To learners in which of the following categories does your work apply?</topic><topic>Validity</topic><topic>word recognition</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Benjamin, Rebekah George</creatorcontrib><creatorcontrib>Schwanenflugel, Paula J.</creatorcontrib><creatorcontrib>Meisinger, Elizabeth B.</creatorcontrib><creatorcontrib>Groff, Carolyn</creatorcontrib><creatorcontrib>Kuhn, Melanie R.</creatorcontrib><creatorcontrib>Steiner, Lilly</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Reading research quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Benjamin, Rebekah George</au><au>Schwanenflugel, Paula J.</au><au>Meisinger, Elizabeth B.</au><au>Groff, Carolyn</au><au>Kuhn, Melanie R.</au><au>Steiner, Lilly</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ997856</ericid><atitle>A Spectrographically Grounded Scale for Evaluating Reading Expressiveness</atitle><jtitle>Reading research quarterly</jtitle><addtitle>Read Res Q</addtitle><date>2013-04-01</date><risdate>2013</risdate><volume>48</volume><issue>2</issue><spage>105</spage><epage>133</epage><pages>105-133</pages><issn>0034-0553</issn><eissn>1936-2722</eissn><coden>RRQUA6</coden><abstract>This study evaluated the validity of a new scale for assessing children's reading fluency skill called the Comprehensive Oral Reading Fluency Scale (CORFS). The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading fluency: reading expression, reading rate, and accuracy. In study 1, the reading expression subscale was developed by examining spectrographically measured prosodie differences in the oral readings of children with varying fluency skill. Three experts independently rated the oral readings of 59 second-grade children using the CORFS. Intraclass correlations among raters were strong for both reading expression, and reading rate and accuracy. Expression ratings correlated with all but one spectrographic indicator of reading prosody and highly with standardized assessments of reading fluency and comprehension. In study 2, the structure of the scale was replicated using spectrographic measures of the oral readings of 60 third-grade children reading two new texts. Two experts independently rated these oral readings using a final version of the scale. Results were comparable to those of study 1. Together, these results support the validity of the CORFS as an assessment of reading fluency.</abstract><cop>Newark</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1002/rrq.43</doi><tpages>29</tpages></addata></record> |
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| subjects | Accuracy as inquiry Assessment Audio Equipment Automaticity Childhood Children Children & youth Comprehension Correlation analysis Decoding Elementary education Evaluation Methods Expertise Factor Analysis Fluency Grade 2 Informal Language fluency Measures (Individuals) Oral Reading Oral reading fluency Oral reading, read‐alouds Predicting Prosody rate Rating Scales read-alouds Reading comprehension Reading Fluency Reading Instruction Reading Rate Reading research Rubrics Sentence stress Sight words Sight words, word recognition Speed Speed, rate Standardized tests To inform instruction To inform instruction, as inquiry To learners in which of the following categories does your work apply? Validity word recognition |
| title | A Spectrographically Grounded Scale for Evaluating Reading Expressiveness |
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