From letter names to word reading: The nascent role of sublexical fluency
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In reading, most CBM research has focused on the passage reading fluency task, which becomes appropriate for most students sometime during the second semester of first grade, and additional research is needed to examine the tenability of reading tasks that address an earlier phase of reading.
“As Fuchs et al. [96] noted, “in reading, most CBM research has focused on the passage reading fluency task which becomes appropriate for most students sometime during the second semester of first grade.Additional research is needed to examine the tenability of reading tasks that address an earlier phase of reading” (p. 7).”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [96]
Oral reading fluency may be more sensitive to monitoring progress than nonsense word fluency.
“In the end, oral reading fluency may be more sensitive to monitoring progress than nonsense word fluency [96,120].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [96]
Cites
Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_4 · Cited by 545 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59 · see citing works
“Fluent readers in first grade have also been found to be fluent in second grade [97].”
BackgroundLinklater, D. L., O'Connor, R. E., & Palardy, G. J. (2009) · Journal of School Psychology · doi:10.1016/j.jsp.2009.08.001 · Cited by 40 · see citing works
- Authors
- Ritchey, K. D., & Speece, D. L.
- Affiliations
- University of Delaware (US)
- University of Maryland, College Park (US)
- Corresponding author
- Ritchey, Kristen D.
- Venue
- Contemporary Educational Psychology
- Publisher
- Elsevier BV
- Published
- 2006-07
- Volume
- 31
- Issue
- 3
- Pages
- 301-327
- ISSN
- 0361-476X (ISSN-L)
- OpenAlex
- W1998720471
- Cited by
- 82
- References
- 1
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 4 · 2023: 2 · 2022: 3 · 2021: 4 · 2020: 8 · 2019: 1 · 2018: 2 · 2017: 9 · 2016: 8 · 2015: 7 · 2014: 1 · 2013: 7 · 2012: 1
- FWCI
- 2.71
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Contemporary Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- phoneme segmentation, spelling development, early literacy, kindergarten children, information processing theory
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
