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Initial Pilot of a Progress Monitor for Reading Comprehension Based on Sentence Ordering

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Title: Initial Pilot of a Progress Monitor for Reading Comprehension Based on Sentence Ordering
Language: English
Authors: Adam J. Lekwa (ORCID 0000-0002-6870-7948), Joseph Deegan, Christian Mathews
Source: Assessment for Effective Intervention. 2025 50(3):118-129.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Descriptors: Progress Monitoring, Reading Comprehension, Elementary School Students, Grade 4, Grade 5, Grade 6, Reading Fluency, Accuracy, Reading Tests
Assessment and Survey Identifiers: Gates MacGinitie Reading Tests, easyCBM
DOI: 10.1177/15345084251324849
ISSN: 1534-5084
1938-7458
Abstract: Drawing on cognitive theory in reading comprehension, Sentence Order Fluency (SOF) is proposed as a method for monitoring progress in reading comprehension. In this article, we present results of a pilot study on SOF conducted between April and June 2023, with a group of 119 students in Grades 4, 5, and 6 in a charter school in the mid-Atlantic U.S. Students' median SOF scores exhibited correlations between 0.59 and 0.67 with Gates-McGinitie IV comprehension extended scaled scores. While SOF on its own explained about 45% of the variance in comprehension after controlling for classroom membership and grade level, a combination of accuracy, fluency, and SOF scores together accounted for up to 62% of the variance in comprehension scores; between 14% and 16% of the variance in comprehension was explained uniquely by SOF after controlling for reading accuracy and fluency, as measured by easyCBM Passage Reading Fluency probes. Results suggest SOF exhibits potential utility as a progress monitoring technique for student reading comprehension.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1474886
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Initial Pilot of a Progress Monitor for Reading Comprehension Based on Sentence Ordering
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  Data: <searchLink fieldCode="AR" term="%22Adam+J%2E+Lekwa%22">Adam J. Lekwa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6870-7948">0000-0002-6870-7948</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joseph+Deegan%22">Joseph Deegan</searchLink><br /><searchLink fieldCode="AR" term="%22Christian+Mathews%22">Christian Mathews</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Assessment+for+Effective+Intervention%22"><i>Assessment for Effective Intervention</i></searchLink>. 2025 50(3):118-129.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
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  Data: Y
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  Data: 12
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Gates+MacGinitie+Reading+Tests%22">Gates MacGinitie Reading Tests</searchLink><br /><searchLink fieldCode="SU" term="%22easyCBM%22">easyCBM</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1177/15345084251324849
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  Data: 1534-5084<br />1938-7458
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Drawing on cognitive theory in reading comprehension, Sentence Order Fluency (SOF) is proposed as a method for monitoring progress in reading comprehension. In this article, we present results of a pilot study on SOF conducted between April and June 2023, with a group of 119 students in Grades 4, 5, and 6 in a charter school in the mid-Atlantic U.S. Students' median SOF scores exhibited correlations between 0.59 and 0.67 with Gates-McGinitie IV comprehension extended scaled scores. While SOF on its own explained about 45% of the variance in comprehension after controlling for classroom membership and grade level, a combination of accuracy, fluency, and SOF scores together accounted for up to 62% of the variance in comprehension scores; between 14% and 16% of the variance in comprehension was explained uniquely by SOF after controlling for reading accuracy and fluency, as measured by easyCBM Passage Reading Fluency probes. Results suggest SOF exhibits potential utility as a progress monitoring technique for student reading comprehension.
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  Data: 2025
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  Data: EJ1474886
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1474886
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/15345084251324849
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 118
    Subjects:
      – SubjectFull: Progress Monitoring
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Gates MacGinitie Reading Tests
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      – SubjectFull: easyCBM
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    Titles:
      – TitleFull: Initial Pilot of a Progress Monitor for Reading Comprehension Based on Sentence Ordering
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            NameFull: Adam J. Lekwa
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            NameFull: Joseph Deegan
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            NameFull: Christian Mathews
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              M: 06
              Type: published
              Y: 2025
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