Benjamin Piper|Stephanie Simmons Zuilkowski
Assessing reading fluency in Kenya: Oral or silent assessment?
RTI International|Florida State University
recent years education movement focused intensely quality education rather simply provision many recent current education quality interventions focus literacy core skill required academic success despite focus quality literacy instruction developing countries little rigorous research conducted critical issues assessment analysis uses data primary math reading initiative primr kenya aims begin filling gap addressing key assessment issue literacy assessments kenya administered orally silently authors compared secondgrade students scores oral silent reading tasks early grade reading assessment egra kiswahili english found statistically significant differences either language however find oral reading rates strongly related reading comprehension scores oral assessment another benefit programme evaluators allows collection data student errors therefore calculation words read correctly per minute opposed simply words read per minute authors therefore recommend kenya similar contexts student reading fluency assessed via oral rather silent assessment