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Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency

Fuchs, Lynn S., Fuchs, Douglas, Compton, Donald L.·2004·Exceptional Children

DOI 10.1177/001440290407100101

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Abstract

This study contrasts the validity of 2 early reading curriculum-based measurement (CBM) measures: word identification fluency and nonsense word fluency. At-risk children ( n = 151) were assessed (a) on criterion reading measures in the fall and spring of first grade and (b) on the 2 CBM measures each week for 7 weeks and twice weekly for an additional 13 weeks. Concurrent and predictive validity for CBM performance level and predictive validity for CBM slopes demonstrated the superiority of word identification fluency over nonsense word fluency. Findings are discussed in terms of the measures' utility for identifying children in need of intensive instruction and for monitoring children's progress through first grade.

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Authors: Fuchs, L. S., Fuchs, D., & Compton, D. L.
Affiliations: Vanderbilt University (US)
ORCID: Fuchs, Lynn S.
Fuchs, Douglas
Compton, Donald L.
Venue: Exceptional Children
Publisher: SAGE Publications
Published: 2004-10
Volume: 71
Issue: 1
Pages: 7-21
ISSN: 0014-4029 (ISSN-L)
2163-5560
DOI: 10.1177/001440290407100101
OpenAlex: W2148539784
Cited by: 225
References: 29
Citations by year: 2026: 1 · 2025: 3 · 2024: 7 · 2023: 10 · 2022: 7 · 2020: 7 · 2019: 8 · 2018: 14 · 2017: 5 · 2016: 8 · 2015: 15 · 2014: 11 · 2013: 13 · 2012: 23
FWCI: 10.75
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Exceptional Children (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Social Sciences › Education › Early Childhood Education and Development
Keywords: early reading development, first grade, nonsense word fluency, curriculum-based measurement, vulnerable children, predictive validity, concurrent validity, reading progress monitoring

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Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency

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