Dynamic measures of acquisition of reading fluency and vocabulary. A study of their validity
Anna Gellert & Carsten Elbro
Very little is known about the predictors of reading fluency and the course of development of reading fluency. Hence, the aim of the study was to investigate the concurrent validity of dynamic measures of reading fluency and vocabulary. The dynamic measures were constructed to measure children’s potential for developing reading fluency and vocabulary.
Three dynamic measures of reading fluency with repeated readings and two dynamic measures of learning of new vocabulary were developed. Static measures of reading fluency, vocabulary and reading comprehension were included. Information about teachers’ perceptions of the children’s skills and their potentials are collected in questionnaires. The concurrent validity is assessed in three ways:
- by means of comparisons of the various dynamic measures of reading fluency and vocabulary, respectively,
- by means of comparisons with teachers’ perceptions of the children’s potentials, and
- by means of comparisons with static measures of reading and vocabulary.
Data are being collected from 100 Danish children in grade 3.
The various versions of the dynamic measures in reading fluency and vocabulary, respectively, are expected to correlate strongly, whereas the dynamic measures are expected to show medium to high correlations with the corresponding static measures as well as with the teachers’ perceptions of the children’s potentials. Consequently, the dynamic measures are expected to identify a somewhat different group of students at risk for reading problems than the traditional, static measures do.
The predictive validity of the dynamic measures should be further investigated in a longitudinal study.