Oral Reading and Orthographic Development of Transitional Readers and Within Word Pattern Spellers in Grades 2 - 5

Abstract

This study described oral reading fluency and within word pattern spelling, using rate and accuracy as the fluency measures. Oral reading measures, including reading for one minute, reading an entire passage, word recognition in isolation, and in context reading accuracy were examined with 56 second, third, fourth, and fifth graders. All students in the study were within word pattern spellers according to their qualitative spelling inventory scores. Results indicated that regardless of grade level, students who were within word pattern spellers produced similar reading scores according to rate, accuracy, and word recognition in isolation. The only grade level difference found was between fifth graders, who read significantly more accurately in context than second graders. Comparisons of words correct per minute and commonly used benchmarks for oral reading rate were analyzed, as was the predictive ability of the words per minute scores and spelling scores for passing or failing the statewide criterion referenced test scores in reading.