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...
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| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2017
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| 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 |
| Summary: | 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. |
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