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dc.contributor.advisorBiancarosa, Ginaen_US
dc.contributor.authorDeboy, Saraen_US
dc.date.accessioned2013-10-03T23:34:56Z
dc.date.available2013-10-03T23:34:56Z
dc.date.issued2013-10-03
dc.identifier.urihttp://hdl.handle.net/1794/13294
dc.description.abstractThe prominent use of DIBELS as a screening and placement tool has provided schools and districts the ability to implement interventions and best practices for students, particularly in the primary grades. Although many studies have highlighted the predictive validity of oral reading fluency (ORF) to anticipate reading performance, few have extended that research to examine the performance of ethnic and economic subgroups as compared to non-minority peers. Disaggregating the data to study specific populations can expose whether ORF's relationship with reading comprehension depends on group membership and ultimately improve the quality of the assessment. This study examines the predictive validity of DIBELS ORF for two types of comprehension scores within a racially and ethnically diverse second grade cohort.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.rightsAll Rights Reserved.en_US
dc.subjectComprehensionen_US
dc.subjectEquityen_US
dc.subjectEthnicityen_US
dc.subjectOral reading fluencyen_US
dc.subjectPredictive validityen_US
dc.subjectRaceen_US
dc.titleThe Predictive Relationship Between Oral Reading Fluency and Comprehension As It Relates to Minority Studentsen_US
dc.typeElectronic Thesis or Dissertationen_US
thesis.degree.nameD.Ed.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadershipen_US
thesis.degree.grantorUniversity of Oregonen_US


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