Text leveling and "little books" in first-grade reading

被引：28

作者：

Hoffman, JV ^{[1
]}

Roser, NL ^{[1
]}

Salas, R ^{[1
]}

Patterson, E ^{[1
]}

Pennington, J ^{[1
]}

机构：

[1] Univ Texas, Austin, TX 78712 USA

来源：

JOURNAL OF LITERACY RESEARCH | 2001年 / 33卷 / 03期

关键词：

D O I：

10.1080/10862960109548121

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this study, we investigated the reliability of two current approaches for estimating text difficulty at the first-grade level. the Scale for Text Accessibility and Support (STAS-1) and the Fountas/Pinnell system. We analyzed he performance of 105 first-grade students in texts leveled using these systems in the areas of rate, accuracy, and fluency. Students read these texts under three support conditions. sight reading, read-aloud (modeled), and previewed. The predictive validity of the two rating scales was supported by the performance data. Statistically significant effects were found for the various support conditions. Further, our analysis suggests potential benchmarks for first-grade performance: 95% accuracy; 80 words per minute; and a fluency rating of 3 (on a 1-5 scale).

引用

页码：507 / 528

页数：22

共 18 条

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