S. M. BELL ET AL.
correlations (though not significantly) than FACS:A Words.
These results indicate that the unique format of FACS:A repre-
sents a promising method of screening rate and comprehension,
particularly given that data reveal strong test-retest reliability of
the FACS:A Ideas (.95), as compared to the authors’ reported
alternate form reliability of the Nelson Denny Reading rate
(.68).
Results and implications are limited by sample characteris-
tics—participants were teacher education students from one
university. Further research should be conducted with a more
diverse sample, i.e., adolescents and adult learners functioning
across a wide range of literacy skills but especially at lower
levels. Nonetheless, results provide preliminary support for the
utility of this unique assessment format. The fact that partici-
pants in this sample identified a high percentage of ideas cor-
rect may have negatively impacted the correlation with com-
prehension. Extending the ceiling and/or using this technique
with adolescents and adults with significant reading challenges
may yield additional data to support its use with these popula-
tions.
In summary, this method appears to hold promise as an effi-
cient screener to identify differences in how efficiently indi-
viduals read and comprehend connected text. Further, the tech-
nique can be used informally. That is, educators may simply
import existing curriculum materials into the FACS:A Ideas
format. Following the recommendation of Behrman (2000),
educators could use content-specific text and use results to
provide quick, rough estimates of their students’ comprehen-
sion and fluency (words read per minute).
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