Reading fluency: normative data for Romanian speaking population
Articles
Carolina Bodea Hategan
Babes Bolyai University, Romania
Dorina Talas
Babes Bolyai University, Romania
Carmen Costea-Bărluțiu
Babes Bolyai University, Romania
Raluca Trifu
Babes Bolyai University, Romania
Published 2017-12-20
https://doi.org/10.21277/sw.v2i7.302
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Keywords

reading fluency
oral reading fluency norms
reading abilities
dyslexia
poor reading
fluent readers

How to Cite

Bodea Hategan, C. (2017) “Reading fluency: normative data for Romanian speaking population”, Social Welfare: Interdisciplinary Approach, 7(2), pp. 105–122. doi:10.21277/sw.v2i7.302.

Abstract

The purpose of this study was to establish reading fluency norms for first grade students at the end of the school year in Romanian language using PEAFC (Proba de evaluare şi antrenare a fluenţei în citire/ The Assessment and Training of Reading Fluency Instrument, Bodea Haţegan & Talaş, 2014). A representative sample of 1977 first grade students (with ages between 7 and 8 years old) was assessed, girls (Ng=954) and boys (Nb=1023), from different counties from Romania (Nc=11), attending rural (Nr= 385) and urban (Nu=1592) elementary schools. Oral reading fluency norms were established on the linguistic structure of the words (monosyllabic, disyllabic, three syllable words and text words). The results of this study offer a new perspective on the reading fluency levels at the end of the first grade and will help the teachers and the specialists to identify students at risk for dyslexia and to start effective early intervention programs to improve reading fluency.

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