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NASP Home NASP Publications School Psychology Review (SPR) Volume 31 Issue 4 (2002) Oral Reading Fluency and Prediction o...
Volume 31, Issue 4 (2002)

Oral Reading Fluency and Prediction of Reading Comprehension in African-American and Caucasian Elementary School Children

pp. 540—553

Abstract. This study examined the differential predictive bias of CBM in reading across African American and Caucasian students in Grades 2 through 5. Participants included 136 students who were administered CBM oral reading fluency passages and the Reading Comprehension subtest of the Woodcock-Johnson Psychoeducational Battery—Revised. A series of hierarchical multiple regression analyses indicated that CBM neither over- or under predicted reading comprehension skills controlling for age, sex, and socioeconomic status. Results of this study suggest that CBM continues to appear to be a sensitive form of direct reading assessment in the local curriculum for both African American and Caucasian elementary-age students.

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