A review of research and theory on the relation between oral reading rate and reading comprehension

Slocum, Timothy A.; Street, Elizabeth M.; Gilberts, Guy H.

doi:10.1007/bf02114539

Cited by 27 publications

(16 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This definition stems from automaticity theories which posit that effortless reading results in less involvement of cognitive resources in lexical retrieval, and leads to allocation of cognitive resources to higher level reading comprehension (Perfetti, 2007). Slocum, Street, and Gilberts (1995) reviewed correlational and experimental research on the association between reading comprehension and reading fluency in monolingual students. They concluded that although correlational studies point to an association between reading fluency and reading comprehension, experimental studies failed to show that enhancing students' reading fluency (speed) improved their reading comprehension.…”

Section: Considering a Longitudinal Expanded Mediation Svr Frameworkmentioning

confidence: 99%

Toward modeling reading comprehension and reading fluency in English language learners

Zadeh¹,

Farnia

Geva

2010

Read Writ

View full text Add to dashboard Cite

This study investigated the adequacy of an expanded simple view of reading (SVR) framework for English language learners (ELLs), using mediation modeling approach. The proposed expanded SVR included reading fluency as an outcome and phonological awareness and naming speed as predictors. To test the fit of the proposed mediation model, longitudinal data from 308 ELLs from different linguistic backgrounds were analyzed using structural equation modeling. We examined the mediating role of Grade 2 word-level reading skills in the association between Grade 1 phonological awareness, naming speed, and listening comprehension and Grade 3 reading comprehension and reading fluency. The results indicated that word-level reading skills fully mediated the association between phonological awareness, reading comprehension and reading fluency. Word-level reading skills partially mediated the association between naming speed and reading fluency. Listening comprehension contributed directly to reading comprehension and reading fluency. It appears that reading development in ELLs is better understood when reading fluency is added to the SVR framework as an outcome and naming speed as a building block of SVR. Theoretical aspects of the mediation model in relation to ELL reading development are also addressed.

show abstract

Section: Considering a Longitudinal Expanded Mediation Svr Frameworkmentioning

confidence: 99%

Toward modeling reading comprehension and reading fluency in English language learners

Zadeh¹,

Farnia

Geva

2010

Read Writ

View full text Add to dashboard Cite

show abstract

“…Research has repeatedly shown this link between reading fluency and comprehension, suggesting that students with poor reading fluency are less likely to comprehend reading material (e.g., Kuhn & Stahl, 2003;LaBerge & Samuels, 1974;Shinn & Good, 1992;Slocum, Street, & Gilberts, 1995). LaBerge and Samuels (1974) theorized that students who cannot read fluently must use their cognitive resources to decode words.…”

mentioning

confidence: 96%

Repeated reading and vocabulary‐previewing interventions to improve fluency and comprehension for struggling high‐school readers

Hawkins

Hale

Sheeley

et al. 2010

Psychology in the Schools

View full text Add to dashboard Cite

Using an adapted alternating treatments design, this study compared the effects of two intervention conditions on the reading fluency, comprehension, and comprehension rate of six high-school students reading below grade level. Students were repeatedly exposed to repeated reading (RR), repeated reading and vocabulary previewing (RR + VP), and no intervention control conditions. Dependent variables were assessed at the end of experimental sessions by using practiced passages. Both interventions had positive effects on reading performance as compared to the control condition. Results indicated that the RR + VP condition led to the greatest improvements in reading fluency for all participants. The RR + VP condition led to the highest reading comprehension levels for three participants, and the RR + VP and RR conditions resulted in similar comprehension levels for the other three participants. For five participants, reading comprehension rate was greatest under the RR + VP condition. Discussion focuses on future directions for research on reading interventions for high-school students. C 2010 Wiley Periodicals, Inc.

show abstract

“…Many question the validity of R-CBM measures of ORF as an index of overall reading achievement for students in the middle grades and beyond (Rasinski et al, 2009; Reading fluency: special issue 3 Slocum, Street, & Gilberts, 1995). Many also question the validity of ORF for students who are English Learners (ELs), arguing that limited proficiency in English can be confounded with or mask reading-specific difficulties on such measures (e.g., Geva & Farnia, 2012;Lesaux & Siegel, 2003).…”

Section: New Measuresmentioning

confidence: 99%

New metrics, measures, and uses for fluency data: an introduction to a special issue on the assessment of reading fluency

Biancarosa

Cummings

2014

Read Writ

View full text Add to dashboard Cite

The primary objective of this special issue is to synthesize results from recent reading fluency research endeavors, and to link these findings to practical uses of reading curriculum-based measurement (R-CBM) tools. Taken together, the manuscripts presented in this issue discuss measurement work related to new metrics of indexing student reading progress, the application of R-CBM tasks to traditionally underrepresented groups in the literature, specifically students in Grades 7-8 disaggregated by first-language and special education status, and new uses of aggregate reading fluency data to assist with school-level reporting. All manuscripts link to practical applications for R-CBM users and researchers. In this introduction to the issue, we provide an overview of the critical pieces of each article, discuss how and where the article fits in the broader context of reading research generally and R-CBM research specifically, and set the stage for how these articles can serve as a springboard for subsequent phases of R-CBM research.

show abstract

A review of research and theory on the relation between oral reading rate and reading comprehension

Cited by 27 publications

References 29 publications

Toward modeling reading comprehension and reading fluency in English language learners

Toward modeling reading comprehension and reading fluency in English language learners

Repeated reading and vocabulary‐previewing interventions to improve fluency and comprehension for struggling high‐school readers

New metrics, measures, and uses for fluency data: an introduction to a special issue on the assessment of reading fluency

Contact Info

Product

Resources

About