Department of Education, ICT and Learning, Østfold University College - Fredrikstad, Norway.
Departamento de Fonoaudiologia, Escola Paulista de Medicina, Universidade Federal de São Paulo - UNIFESP - São Paulo (SP), Brasil.
Codas. 2023 Jun 2;35(3):e20210263. doi: 10.1590/2317-1782/20232021263pt. eCollection 2023.
to establish cut-off point for reading speed and accuracy, to obtain minimum values for comprehending texts, and allow classifying students from 2nd to 5th grade of elementary school according to good or poor reading performance.
147 assessment protocols for oral reading and text comprehension of students from 3rd to 5th grade of Elementary School with and without reading difficulties were analyzed. The oral text reading rate and accuracy values were analyzed. ROC curves were constructed, and sensitivity and specificity calculated for each reading fluency parameter, and each school grade.
Sensitivity and specificity for measures of rate and accuracy in text reading were calculated for the 3rd, 4th, and 5th grades. Rate and precision under the ROC curve did not differ statistically. The values for the 2nd grade were mathematically estimated.
The cutoff values expected for students from 2nd to 3rd grade were identified, with recommendations for using the oral text reading rate for reading comprehension screening procedures.
确定阅读速度和准确性的截断点，获得理解文本的最低值，并根据阅读表现的好坏对小学 2 至 5 年级的学生进行分类。
分析了来自小学 3 至 5 年级的有和没有阅读困难的学生的 147 份口头阅读和文本理解评估方案。分析了口头文本阅读速度和准确性值。构建了 ROC 曲线，并计算了每个阅读流畅性参数和每个年级的敏感性和特异性。
计算了第 3、4 和 5 年级文本阅读速度和准确性测量的敏感性和特异性。ROC 曲线下的速度和精度在统计学上没有差异。第 2 年级的数值是通过数学估计得出的。
确定了预期的 2 至 3 年级学生的截断值，并建议使用口头文本阅读速度进行阅读理解筛选程序。
