2010
DOI: 10.1177/0734282909336083
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Applying the Multiple Dimensions of Reading Fluency to Assessment and Instruction

Abstract: In Study 1 we evaluated whether each of three kinds of reading fluency (oral, silent—sentences, silent—passages) contributed uniquely to reading comprehension when children were in second grade (when oral reading is emphasized) and again when they were in fourth grade (when silent reading is emphasized). In Study 2 we evaluated the relationship of comprehension and other reading (automatic real word and pseudoword reading) and oral language (vocabulary) skills to each of the three kinds of fluency (oral passag… Show more

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Cited by 43 publications
(38 citation statements)
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“…Other factors, not included in this study, such as short-term memory (CohenMimran, 2009), morphology (Cohen-Mimran, 2009), orthographic speed (Wood, 2009), orthographic representation (Berninger et al, 2010), and orthographic pattern recognition (Katzir et al, 2006) may explain additional variance in reading fluency and contribute further to this model. The results pertaining to reading fluency in ELLs are in line with L1-based research pointing to a ''complex view of reading fluency'' (Katzir et al, 2006, p. 77).…”
Section: Discussionmentioning
confidence: 90%
“…Other factors, not included in this study, such as short-term memory (CohenMimran, 2009), morphology (Cohen-Mimran, 2009), orthographic speed (Wood, 2009), orthographic representation (Berninger et al, 2010), and orthographic pattern recognition (Katzir et al, 2006) may explain additional variance in reading fluency and contribute further to this model. The results pertaining to reading fluency in ELLs are in line with L1-based research pointing to a ''complex view of reading fluency'' (Katzir et al, 2006, p. 77).…”
Section: Discussionmentioning
confidence: 90%
“…Several attempts have been made to parse apart literacy development in children in order to determine the importance of various subcomponent skills of reading fluency and their relative importance to reading comprehension (Berninger et al, 2010;Kendeou, van den Broek, White, & Lynch, 2009;Ouellette & Beers, 2010;Schwanenflugel et al, 2006;Vellutino, Tunmer, Jaccard, & Chen, 2007). The majority of these studies have examined oral reading fluency in early elementary school students.…”
Section: Modeling Reading Fluencymentioning
confidence: 99%
“…For example, automaticity at the word level is thought to facilitate fluent reading by freeing cognitive resources for use in comprehension. Indeed, word reading ability is moderately to strongly related to fluency and comprehension within the literature (Barth et al, 2009, Berninger et al, 2010Ouellette & Beers, 2010;Vellutino, Fletcher, Snowling, & Scanlon, 2004;Vellutino et al, 2007). Although basic reading competencies such as phonological decoding and word reading are essential to comprehension for emergent readers, their contributions diminish across development and are less predictive of comprehension as children gain in proficiency and begin to encounter more complex texts (Floyd, 6 K. W. Price et al Meisinger, Gregg, & Keith, 2012;Jenkins & Jewell, 1993;Shinn, Good, Knutson, Tilly, & Collins 1992;Vellutino et al, 2007).…”
Section: Word Readingmentioning
confidence: 99%
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“…As discussed above, the discrepancies in findings may indeed be due to differences in measures and samples across studies (McCallum et al 2004). However, the literature clearly demonstrates that it is important to consider the age and grade level of the students being tested, as well as the relative focus on oral and silent reading in the curriculum and the practice of a child's school (Berninger et al 2010). The educational context of Kenya, which is dramatically different from that of the U.S. because of its heavy emphasis on oral reading in classrooms, suggests that children in Kenya may react differently from U.S. children to the two approaches to measuring reading fluency.…”
Section: Background and Contextmentioning
confidence: 99%