Oral Reading Accuracy: Findings and Implications From Recent Research

Emily Rodgers; Jerome V. D'Agostino; Robert H. Kelly; Clara Mikita

doi:10.1002/trtr.1686

journal article Jan 29, 2018

Oral Reading Accuracy: Findings and Implications From Recent Research

Emily Rodgers Jerome V. D'Agostino Robert H. Kelly Clara Mikita

The Reading Teacher Vol. 72 No. 2 pp. 149-157 · Wiley

View at Publisher Save 10.1002/trtr.1686

Abstract

AbstractThe three accuracy ranges for oral reading—easy, instructional level, and hard—are familiar to almost everyone who teaches young students just learning to read. It may come as a surprise to learn, then, that no study has yet been conducted with beginning readers to support our well‐accepted views about accuracy ranges and their role in reading development. What accuracy range is optimal? Does it really matter if a student reads with less than 90% accuracy? In this article, the authors share what they learned when they explored these questions about oral reading accuracy and student progress.

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Details

Published: Jan 29, 2018
Vol/Issue: 72(2)
Pages: 149-157
License: View

Authors

Cite This Article

Emily Rodgers, Jerome V. D'Agostino, Robert H. Kelly, et al. (2018). Oral Reading Accuracy: Findings and Implications From Recent Research. The Reading Teacher, 72(2), 149-157. https://doi.org/10.1002/trtr.1686

Oral Reading Accuracy: Findings and Implications From Recent Research

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