The Complex Nature of Reading Fluency: A Multidimensional View

Hudson, Roxanne F.; Pullen, Paige C.; Lane, Holly B.; Torgesen, Joseph K.

doi:10.1080/10573560802491208

Cited by 181 publications

(168 citation statements)

References 57 publications

Supporting

Mentioning

144

Contrasting

Unclassified

Order By: Relevance

“…This notion basically suggests that when the decoding is automatic or quick, it allows readers to focus on meaning constructions. Therefore, it is predicted that less fluent readers are poor in grasping the meanings of what they read because they need to focus more on sounding out words or making guesses rather than comprehending the text (Hudson et al, 2009). The findings from this study added to support the notion that these relationships are also relevant in an ESL context.…”

Section: Discussion Implication and Recommendationsupporting

confidence: 66%

Relationship between Oral Reading Fluency and Reading Comprehension among ESL Students

2014

View full text Add to dashboard Cite

Fluency is one of the five components of reading competency alongside with phonemic awareness, phonics, vocabulary and comprehension. It is related to reading comprehension and it can be used to predict the reading competency of a reader. However, research on such relationship is limited in ESL context. Hence, the purpose of this study was to determine the relationship between three sub-skills of fluency (accuracy, reading rate and prosody) and reading comprehension among a sample of ESL students in a Malaysian school. It also aims to examine the concurrent validity of using the objective (i.e. reading accuracy and rate) and subjective (reading prosody) measures of fluency. It is hoped that the findings could shed light in identifying the possible methods of assessing oral reading fluency in ESL classrooms. The participants were 67 lower secondary school students who learn English as their second language. The students completed a reading comprehension test and then they were asked to read aloud the texts used in the test, individually. The individual reading sessions were audio recorded for the analysis of three sub-skills of reading fluency. Bivariate correlation analysis was then conducted to measure the strength of relationships with reading comprehension. The results revealed that all three sub-skills of fluency were strongly correlated with reading comprehension. Both objective (accuracy and reading rate) and subjective (prosody) rating scales were strongly related, and thus could be used in parallel or interchangeably in the assessment of oral reading fluency. The findings provided evidence that in line with the research findings in English as the first language contexts, reading fluency is closely associated with reading comprehension in an ESL context.

show abstract

Section: Discussion Implication and Recommendationsupporting

confidence: 66%

Relationship between Oral Reading Fluency and Reading Comprehension among ESL Students

2014

View full text Add to dashboard Cite

show abstract

“…For example, phonological decoding skill is acknowledged to be an important skill supporting word reading (Share, 1995), while oral language skills, vocabulary, working memory, inference and integration skills have been found to be additionally important for reading comprehension (Cain, Oakhill & Bryant, 2004;Ricketts, Bishop & Nation, 2007). Furthermore, sight word automaticity and processing speed have been associated with reading speed and fluency measures (Hudson, Pullen, Lane & Torgesen, 2009). Therefore, just as there are differences in the cognitive skills supporting these different components of reading, this study will examine whether reading motivation and reading habits predict some reading skills to a greater extent than others.…”

Section: Do Motivational Influences Vary For Different Aspects Of Reamentioning

confidence: 99%

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

et al. 2014

View full text Add to dashboard Cite

(2015) 'Exploring the relationship between adolescent's reading skills, reading motivation and reading habits.', Reading and writing., 28 (4). pp. 545-569.Further information on publisher's website:http://dx.doi.org/10.1007/s11145-014-9537-9Publisher's copyright statement:The nal publication is available at Springer via http://dx.doi.org/10.1007/s11145-014-9537-9Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe present study examines the extent to which adolescents' reading affect (reading motivation) and behaviour (reading habits) predict different components of reading (word

show abstract

“…A review of the literature suggests that oral reading fluency (ORF) refers to reading text quickly, accurately, with good prosody, and with comprehension (e.g., Abdelbari, 2011;Hasbrouck & Tindal, 2006;Hudson, Lane, & Pullen, 2005;Hudson, Pullen, Lane, & Torgesen, 2008;Hussien, 2011;Kuhn, Schwanenflugel, & Meisineger, 2010;McKenna, 2002;McKenna & Stahi, 2003;McShane, 2005;Pikulski & Chard, 2005;Rasinski, 2004;Valencia et al, 2010). Previous research, usually in English, provides considerable knowledge about oral reading accuracy, oral reading rate and prosody as indicating variables in ORF.…”

Section: Introductionmentioning

confidence: 99%

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

Hussien¹

2014

IES

View full text Add to dashboard Cite

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.

show abstract

The Complex Nature of Reading Fluency: A Multidimensional View

Cited by 181 publications

References 57 publications

Relationship between Oral Reading Fluency and Reading Comprehension among ESL Students

Relationship between Oral Reading Fluency and Reading Comprehension among ESL Students

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

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

Contact Info

Product

Resources

About