Minimum reading fluency necessary for comprehension among second‐grade students

Burns, Matthew K.; Kwoka, Heather; Lim, Becky; Crone, Melissa; Haegele, Katherine M.; Parker, David; Petersen, Shawna; Scholin, Sarah E.

doi:10.1002/pits.20531

Cited by 11 publications

(8 citation statements)

References 31 publications

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“…Hasbrouck and Tindal (2006) suggest that 50% of fluency in these three factors is enough to start with and to improve comprehension. Previous research also suggests that about 50 word correct per minute (wcpm) among primary school children are needed as a minimum rate or a starting point in comprehension of a text in English (Burns et al, 2002(Burns et al, , 2011. Sixth-grade children, in the current study, showed more fluency in literal comprehension, where they were able to identify the main idea and details than in inferential comprehension, where they were requested to make www.ccsenet.org/ies…”

Section: Discussionmentioning

confidence: 88%

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The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

Hussien¹

2014

IES

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This study examined oral reading fluency (ORF) of bilingual and monolingual students. The author selected a sample of 510 (258 males and 252 females) native Arabic-speaking sixth-graders (62 bilinguals and 448 monolinguals) in Egypt. The purposes were; (a) to examine oral reading rate, oral reading accuracy, prosody, and oral reading comprehension as indicating factors in ORF, and b) to investigate the impact of bilingual education on students' ORF in Arabic. Participants individually completed the author-developed Oral Reading Fluency Measure. Results indicated a very good fit between the proposed model and the observed data i.e., oral reading rate, oral reading accuracy, prosody, and oral reading comprehension are significant indicators of ORF. Interestingly, results revealed that the bilingual students performed better than their monolingual counterparts on oral reading rate, oral reading accuracy, and prosody but not on oral reading comprehension. The discussion concludes that (a) in addition to oral reading rate, oral reading accuracy, and prosody, oral reading comprehension is a significant indicating factor of ORF, (b) learning a second language, English, has a positive effect on ORF in the first language, Arabic, and (c) the nature of Arabic orthography is an indispensible factor when examining ORF in science of reading.

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Section: Discussionmentioning

confidence: 88%

“…Children had not exposed to these excerpts. The assumption is that testing children while they read more than one passage gives a better account of their ORF rather than reading a single passage (Barth et al, 2012;Burns et al, 2011). ORFM involves two versions: the student's version and teacher's version.…”

Section: Methodsmentioning

confidence: 99%

The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

Hussien¹

2014

IES

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“…However, accurate reading is not sufficient for reading comprehension; some degree of automaticity in reading is also mandatory. The results of studies using a cross-sectional design showed that oral reading fluency predicted reading comprehension in students in first to fourth grades (Burns et al, 2002(Burns et al, , 2011Padeliadu & Antoniou, 2014). Fluent reading is important because it releases the cognitive and attentional resources necessary for reading comprehension.…”

Section: The Influence Of Word Recognition and Fluency On Reading Commentioning

confidence: 99%

Beyond word recognition, fluency, and vocabulary: The influence of reasoning on reading comprehension

Ribeiro

Cadime

Freitas

et al. 2016

Australian Journal of Psychology

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Objective: Word recognition, fluency, vocabulary, and working memory have been established as predictors of reading comprehension in the first elementary school grades. However, the additional role of reasoning is not so clear. The aim of this study was to investigate the effect of word recognition, fluency, vocabulary, working memory, verbal, and nonverbal reasoning on reading comprehension, focusing on the additional effect of reasoning when the effects of the other variables are controlled. Method: A group of 159 students from the second and fourth grades was assessed. Results: The results indicated that all variables are correlated with reading comprehension and that the effect size varies according to the school grade. Hierarchical multiple linear regression analyses revealed that in second grade, fluency was the strongest predictor of reading comprehension and that reasoning had no effect on reading comprehension, after controlling for the previous variables. However, in the fourth grade, non-verbal reasoning was the only significant unique predictor of reading comprehension, after accounting for the influence of the other variables. Conclusions: These results highlight the importance of promoting the mastery of accurate and fluent reading in the lower grades while promoting reasoning abilities in the higher grades.

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“…The interpretive value of mastery is likely dependent on the goals of the test (e.g., readiness to progress to another subskill vs. readiness for higher‐order application) as well as the specific criterion for mastery. Although 80% mastery is often seen as an acceptable indicator of mastery in math (Butler et al., ; Zimmerman & Dibenedetto, ), other research has used values as high as 100% (Burns et al., ), and reading research suggests a negative impact on higher‐order skills when accuracy falls below 95% (Burns et al., ; Jenkins, Fuchs, van den Broek, Espin, & Deno, ). Thus, research is needed to evaluate whether substantive differences exist in student understanding contingent on the way in which mastery is defined.…”

Section: Discussionmentioning

confidence: 99%

Subskill mastery among elementary and middle school students at risk in mathematics

Nelson¹,

Parker²,

Norman

2018

Psychology in the Schools

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In the present study, we evaluated the number of attempts required to master specific subskills for working with whole and rational numbers among students at risk for math difficulties. Participants included a subset of students in grades four through eight receiving supplemental math support. Mastery—defined as 85% correct on short tests—was assessed following instruction for each subskill. Using survival analysis, we evaluated the number of attempts required to reach a .50 and a .90 probability of mastery on each subskill. The number of required attempts varied across subskills, with many subskills requiring more than one attempt to demonstrate mastery. Further, some of the most difficult content was aligned with curricular standards below students’ grade level. Thus, among students identified for supplemental support, it may be worthwhile to remediate select subskills that fall outside of the grade‐level curriculum before providing additional instruction on grade‐level content. Implications for math subskill assessment and remediation are discussed along with limitations and directions for future research.

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Minimum reading fluency necessary for comprehension among second‐grade students

Cited by 11 publications

References 31 publications

The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

Beyond word recognition, fluency, and vocabulary: The influence of reasoning on reading comprehension

Subskill mastery among elementary and middle school students at risk in mathematics

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