The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index.
Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency
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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“Most of the original research behind CBM did not include measurement of these early reading skills; the landmark review provided by Adams [95] was still six years out from the end of IRLD funding.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [95]
Citations
Cites
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Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_3 · Cited by 1,527
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Research works printed but not linked: 5
- Fry E. B., 1968, Journal of Reading Behavior, 11, 513
- McDonnell L. M., 1997, Educating one and all: Students with disabilities and standards-based reform
- McMaster K. N., Exceptional Children
- President's Commission on Excellence in Special Education, 2002, A new era: Revitalizing special education for children and their families
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Cited by
Sorted by citations
Smart RTI: A Next-Generation Approach to Multilevel Prevention
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012) · Exceptional Children · doi:10.1177/001440291207800301 · Cited by 362
Self-citationUsing Curriculum‐Based Measurement to Improve Student Achievement: Review of Research
Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005) · Psychology in the Schools · doi:10.1002/pits.20113 · Cited by 506
Self-citationCompton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.2.394 · Cited by 316
Self-citationThe Complex Nature of Reading Fluency: A Multidimensional View
Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2008) · Reading & Writing Quarterly · doi:10.1080/10573560802491208 · Cited by 268
Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., Seethaler, P. M., Bryant, J. D., & Schatschneider, C. (2010) · Developmental Psychology · doi:10.1037/a0020662 · Cited by 263
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Metadata
- Authors
- Fuchs, L. S., Fuchs, D., & Compton, D. L.
- Affiliations
- Vanderbilt University (US)
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2004-10
- Volume
- 71
- Issue
- 1
- Pages
- 7-21
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- 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
- 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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