Developing Cross-Language Metrics for Reading Fluency Measurement : Some Issues and Options
Since 2005, over 70 oral reading fluency tests have been given in many languages and scripts, either as part of the Early Grade Reading Assessment (EGRA) or as individual one-minute tests. Particularly in multilingual countries, reading speed and c...
| Main Author: | |
|---|---|
| Format: | Working Paper |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2017
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/611321468338475370/Developing-cross-language-metrics-for-reading-fluency-measurement-some-issues-and-options http://hdl.handle.net/10986/26819 |
| id |
okr-10986-26819 |
|---|---|
| recordtype |
oai_dc |
| spelling |
okr-10986-268192021-04-23T14:04:36Z Developing Cross-Language Metrics for Reading Fluency Measurement : Some Issues and Options Abadzi, Helen ABILITY LEVELS ACADEMIC KNOWLEDGE ACHIEVEMENT ACHIEVEMENT TESTS ADAPTATION ADDITION ADULT LITERACY ATTENTION BASIC EDUCATION BASIC EDUCATION SECTOR BASIC READING BASIC SKILLS BINDING CHILD DEVELOPMENT CLASSROOM COGNITION COGNITIVE FUNCTIONS COGNITIVE SCIENCE COMPARATIVE STUDY COMPLEXITY COMPREHENSION CURRICULUM DIAGNOSTIC TESTING EARLY GRADES EARLY LEARNING EDUCATED PEOPLE EDUCATION SECTOR EDUCATION SPECIALISTS EDUCATIONAL ACHIEVEMENT EDUCATIONAL ASSESSMENT EDUCATIONAL COMMUNITY EDUCATIONAL DEVELOPMENT EDUCATIONAL MEASUREMENT EDUCATIONAL PSYCHOLOGY EDUCATIONAL QUALITY EDUCATIONAL RESEARCH EDUCATIONAL SYSTEMS EDUCATORS FACULTIES FIRST GRADE GRADE LEVELS GRADUATION RATES GRAMMAR ILLITERACY INDIVIDUAL DIFFERENCES INFERENCE INFORMATION PROCESSING INSTRUCTION INSTRUCTIONAL APPROACH INSTRUCTIONAL TIME INTELLIGENCE INTERNATIONAL EDUCATION INTERVENTIONS LABORATORY USE LANGUAGE FAMILIES LANGUAGE LEARNING LANGUAGES LEARNING LEARNING ASSESSMENTS LEARNING DISABILITIES LEARNING OPPORTUNITIES LEVELS OF EDUCATION LINGUISTICS LISTENING LITERACY LITERACY PROGRAMS LOW-INCOME STUDENTS MATH SKILLS MATHEMATICS MEANING MINISTRY OF EDUCATION MODELING MOTHER TONGUE MOTIVATION NUTRITION PERCEPTION PHONOLOGY POOR READERS PRIMARY EDUCATION PRIMARY EDUCATION DEVELOPMENT PRIMARY EDUCATION DEVELOPMENT PROJECT PRIMARY GRADES PRIMARY SCHOOL PRIMARY SCHOOL STUDENTS PRIMARY STUDENTS PROFICIENCY PUBLISHERS READING READING ABILITY READING COMPETENCE READING COMPREHENSION READING DIFFICULTIES READING SKILLS READING TEACHERS RECALL RECOGNITION REDUNDANCY REPETITION RESEARCH METHODS RESEARCHERS RETENTION SCHOOL EFFECTIVENESS SCHOOL EFFECTS SCHOOLING SCHOOLS SCIENCE STUDY SPEAKING SPECIAL EDUCATION SPEECH STANDARDIZED TESTS STUDENTS LEARNING SUBJECT MATTER SYLLABUS TEACHER TEACHING TECHNICAL ASSISTANCE TECHNICAL SPECIALISTS TEST SCORES THINKING VERBAL LEARNING VOCABULARY WORKING MEMORY WRITING ABILITY YOUNG CHILDREN Since 2005, over 70 oral reading fluency tests have been given in many languages and scripts, either as part of the Early Grade Reading Assessment (EGRA) or as individual one-minute tests. Particularly in multilingual countries, reading speed and comprehension measures have been taken in multiple languages and also in multiple scripts. The development of language has a significant genetic component, which tends to create common grammatical structures. Then languages must conform to information processing limitations, notably to working memory capacity. On the basis of such features, it may be possible to develop common standards for performance improvement compare findings cross linguistically. Languages are most comparable when large chunks are used rather than single words. To arrive at some comparisons, several methods may be tried. These include: a) counting actual words in connected texts or in lists, using some conventions if needed; b) using computational solutions to arrive at coefficients of certain languages vis a vis others, such as 1 Swahili word being equivalent roughly to 1.3 English words; c) using in multiple languages lists of words of a defined length, e.g. 4 letters; d) measuring phonemes or syllables per minute, possibly dividing by average word length; and e) rapid serial visual presentation, potentially also measuring perception at the letter feature level. Overall, reading rate as words per minute seems to be a valid and reliable indicator of achievement, with 45-60 words being a range that is usable as a benchmark. 2017-06-01T19:03:02Z 2017-06-01T19:03:02Z 2012-07-10 Working Paper http://documents.worldbank.org/curated/en/611321468338475370/Developing-cross-language-metrics-for-reading-fluency-measurement-some-issues-and-options http://hdl.handle.net/10986/26819 English en_US GPE Working Paper Series on Learning;No. 6 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Working Paper |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ABILITY LEVELS ACADEMIC KNOWLEDGE ACHIEVEMENT ACHIEVEMENT TESTS ADAPTATION ADDITION ADULT LITERACY ATTENTION BASIC EDUCATION BASIC EDUCATION SECTOR BASIC READING BASIC SKILLS BINDING CHILD DEVELOPMENT CLASSROOM COGNITION COGNITIVE FUNCTIONS COGNITIVE SCIENCE COMPARATIVE STUDY COMPLEXITY COMPREHENSION CURRICULUM DIAGNOSTIC TESTING EARLY GRADES EARLY LEARNING EDUCATED PEOPLE EDUCATION SECTOR EDUCATION SPECIALISTS EDUCATIONAL ACHIEVEMENT EDUCATIONAL ASSESSMENT EDUCATIONAL COMMUNITY EDUCATIONAL DEVELOPMENT EDUCATIONAL MEASUREMENT EDUCATIONAL PSYCHOLOGY EDUCATIONAL QUALITY EDUCATIONAL RESEARCH EDUCATIONAL SYSTEMS EDUCATORS FACULTIES FIRST GRADE GRADE LEVELS GRADUATION RATES GRAMMAR ILLITERACY INDIVIDUAL DIFFERENCES INFERENCE INFORMATION PROCESSING INSTRUCTION INSTRUCTIONAL APPROACH INSTRUCTIONAL TIME INTELLIGENCE INTERNATIONAL EDUCATION INTERVENTIONS LABORATORY USE LANGUAGE FAMILIES LANGUAGE LEARNING LANGUAGES LEARNING LEARNING ASSESSMENTS LEARNING DISABILITIES LEARNING OPPORTUNITIES LEVELS OF EDUCATION LINGUISTICS LISTENING LITERACY LITERACY PROGRAMS LOW-INCOME STUDENTS MATH SKILLS MATHEMATICS MEANING MINISTRY OF EDUCATION MODELING MOTHER TONGUE MOTIVATION NUTRITION PERCEPTION PHONOLOGY POOR READERS PRIMARY EDUCATION PRIMARY EDUCATION DEVELOPMENT PRIMARY EDUCATION DEVELOPMENT PROJECT PRIMARY GRADES PRIMARY SCHOOL PRIMARY SCHOOL STUDENTS PRIMARY STUDENTS PROFICIENCY PUBLISHERS READING READING ABILITY READING COMPETENCE READING COMPREHENSION READING DIFFICULTIES READING SKILLS READING TEACHERS RECALL RECOGNITION REDUNDANCY REPETITION RESEARCH METHODS RESEARCHERS RETENTION SCHOOL EFFECTIVENESS SCHOOL EFFECTS SCHOOLING SCHOOLS SCIENCE STUDY SPEAKING SPECIAL EDUCATION SPEECH STANDARDIZED TESTS STUDENTS LEARNING SUBJECT MATTER SYLLABUS TEACHER TEACHING TECHNICAL ASSISTANCE TECHNICAL SPECIALISTS TEST SCORES THINKING VERBAL LEARNING VOCABULARY WORKING MEMORY WRITING ABILITY YOUNG CHILDREN |
| spellingShingle |
ABILITY LEVELS ACADEMIC KNOWLEDGE ACHIEVEMENT ACHIEVEMENT TESTS ADAPTATION ADDITION ADULT LITERACY ATTENTION BASIC EDUCATION BASIC EDUCATION SECTOR BASIC READING BASIC SKILLS BINDING CHILD DEVELOPMENT CLASSROOM COGNITION COGNITIVE FUNCTIONS COGNITIVE SCIENCE COMPARATIVE STUDY COMPLEXITY COMPREHENSION CURRICULUM DIAGNOSTIC TESTING EARLY GRADES EARLY LEARNING EDUCATED PEOPLE EDUCATION SECTOR EDUCATION SPECIALISTS EDUCATIONAL ACHIEVEMENT EDUCATIONAL ASSESSMENT EDUCATIONAL COMMUNITY EDUCATIONAL DEVELOPMENT EDUCATIONAL MEASUREMENT EDUCATIONAL PSYCHOLOGY EDUCATIONAL QUALITY EDUCATIONAL RESEARCH EDUCATIONAL SYSTEMS EDUCATORS FACULTIES FIRST GRADE GRADE LEVELS GRADUATION RATES GRAMMAR ILLITERACY INDIVIDUAL DIFFERENCES INFERENCE INFORMATION PROCESSING INSTRUCTION INSTRUCTIONAL APPROACH INSTRUCTIONAL TIME INTELLIGENCE INTERNATIONAL EDUCATION INTERVENTIONS LABORATORY USE LANGUAGE FAMILIES LANGUAGE LEARNING LANGUAGES LEARNING LEARNING ASSESSMENTS LEARNING DISABILITIES LEARNING OPPORTUNITIES LEVELS OF EDUCATION LINGUISTICS LISTENING LITERACY LITERACY PROGRAMS LOW-INCOME STUDENTS MATH SKILLS MATHEMATICS MEANING MINISTRY OF EDUCATION MODELING MOTHER TONGUE MOTIVATION NUTRITION PERCEPTION PHONOLOGY POOR READERS PRIMARY EDUCATION PRIMARY EDUCATION DEVELOPMENT PRIMARY EDUCATION DEVELOPMENT PROJECT PRIMARY GRADES PRIMARY SCHOOL PRIMARY SCHOOL STUDENTS PRIMARY STUDENTS PROFICIENCY PUBLISHERS READING READING ABILITY READING COMPETENCE READING COMPREHENSION READING DIFFICULTIES READING SKILLS READING TEACHERS RECALL RECOGNITION REDUNDANCY REPETITION RESEARCH METHODS RESEARCHERS RETENTION SCHOOL EFFECTIVENESS SCHOOL EFFECTS SCHOOLING SCHOOLS SCIENCE STUDY SPEAKING SPECIAL EDUCATION SPEECH STANDARDIZED TESTS STUDENTS LEARNING SUBJECT MATTER SYLLABUS TEACHER TEACHING TECHNICAL ASSISTANCE TECHNICAL SPECIALISTS TEST SCORES THINKING VERBAL LEARNING VOCABULARY WORKING MEMORY WRITING ABILITY YOUNG CHILDREN Abadzi, Helen Developing Cross-Language Metrics for Reading Fluency Measurement : Some Issues and Options |
| relation |
GPE Working Paper Series on Learning;No. 6 |
| description |
Since 2005, over 70 oral reading fluency
tests have been given in many languages and scripts, either
as part of the Early Grade Reading Assessment (EGRA) or as
individual one-minute tests. Particularly in multilingual
countries, reading speed and comprehension measures have
been taken in multiple languages and also in multiple
scripts. The development of language has a significant
genetic component, which tends to create common grammatical
structures. Then languages must conform to information
processing limitations, notably to working memory capacity.
On the basis of such features, it may be possible to develop
common standards for performance improvement compare
findings cross linguistically. Languages are most comparable
when large chunks are used rather than single words. To
arrive at some comparisons, several methods may be tried.
These include: a) counting actual words in connected texts
or in lists, using some conventions if needed; b) using
computational solutions to arrive at coefficients of certain
languages vis a vis others, such as 1 Swahili word being
equivalent roughly to 1.3 English words; c) using in
multiple languages lists of words of a defined length, e.g.
4 letters; d) measuring phonemes or syllables per minute,
possibly dividing by average word length; and e) rapid
serial visual presentation, potentially also measuring
perception at the letter feature level. Overall, reading
rate as words per minute seems to be a valid and reliable
indicator of achievement, with 45-60 words being a range
that is usable as a benchmark. |
| format |
Working Paper |
| author |
Abadzi, Helen |
| author_facet |
Abadzi, Helen |
| author_sort |
Abadzi, Helen |
| title |
Developing Cross-Language Metrics for Reading Fluency Measurement : Some Issues and Options |
| title_short |
Developing Cross-Language Metrics for Reading Fluency Measurement : Some Issues and Options |
| title_full |
Developing Cross-Language Metrics for Reading Fluency Measurement : Some Issues and Options |
| title_fullStr |
Developing Cross-Language Metrics for Reading Fluency Measurement : Some Issues and Options |
| title_full_unstemmed |
Developing Cross-Language Metrics for Reading Fluency Measurement : Some Issues and Options |
| title_sort |
developing cross-language metrics for reading fluency measurement : some issues and options |
| publisher |
World Bank, Washington, DC |
| publishDate |
2017 |
| url |
http://documents.worldbank.org/curated/en/611321468338475370/Developing-cross-language-metrics-for-reading-fluency-measurement-some-issues-and-options http://hdl.handle.net/10986/26819 |
| _version_ |
1764462398326964224 |