End-of-Grade-1 oral reading fluency status predicts later reading comprehension better than growth slope, though slope added to first-grade screening accuracy in one study¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person · overdue for a recheck since 2015: tool and model accuracy changes quickly

Subclaims¶

q2 i? Schatschneider et al. (2008) found ORF status at the end of Grade 1 contributed largely to concurrent and future prediction of reading comprehension, while slope made little independent contribution beyond status. → Denton Carolyn A 2012 q2 i? Compton et al. (2010) reported that adding slope on a timed word identification measure to beginning-of-Grade-1 screening significantly improved identification of at-risk readers. → Denton Carolyn A 2012 (2)

Evidence¶

Denton Carolyn A 2012¶

Denton Carolyn A. (2012). Response to Intervention for Reading Difficulties in the Primary Grades: Some Answers and Lingering Questions. Journal of Learning Disabilities. https://doi.org/10.1177/0022219412442155

q2 · i? · review · r3

The review reports this 2-year longitudinal analysis of a statewide Florida Reading First database comparing final status, growth slope, and their combination as predictors of later reading achievement. No effect sizes are printed.

"Schatschneider et al. found that ORF status at the end of Grade 1 made a large contribution to both the concurrent and future prediction of reading comprehension but that slope made little independent contribution to prediction accuracy beyond status."

Denton Carolyn A 2012 (2)¶

Denton Carolyn A. (2012). Response to Intervention for Reading Difficulties in the Primary Grades: Some Answers and Lingering Questions. Journal of Learning Disabilities. https://doi.org/10.1177/0022219412442155

q2 · i? · review · r3

The review reports this contrasting finding on slope's utility in early screening for at-risk reader identification. No effect sizes are printed.

"In contrast, Compton et al. (2010) reported that the addition of slope on a timed measure of word identification as a component of screening procedures at the beginning of Grade 1 added significantly to the accuracy of identification of at-risk readers."

Discussion¶

Learner Variables¶

• Reading Fluency — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Four oral reading scores together best predict passage comprehension and enable individualized instruction — related
• Fluency interventions for older students show very small effects on rate and accuracy and virtually no effect on standardized comprehension — related
• Literacy screener benchmarks predict which grade 3 students will not meet MCAS ELA expectations, but not necessarily who will meet them — related
• The study collects concurrent validity evidence on the IRLA framework as a potential RTI screening tool — related
• Word recognition fluency significantly predicted reading comprehension in grades 1-3, with rate becoming the stronger predictor by third grade — related
• Different responsiveness-determination approaches (status vs. slope, criteria, domains, cut points) identify different students as adequate and inadequate responders, with little or no overlap — related
• Reading-related skills show significant individual differences in growth rates in kindergarten through grade 2 but not in grades 3 through 5 — related