The correlation between students' reading fluency and their reading comprehension

As stated in the literature, it is widely accepted that reading fluency and comprehension are critical components of English learning. Reading fluency, which refers to a person's ability to read a text quickly and accurately, is a necessary skill for students when learning English, and numerous studies on reading fluency and comprehension have been conducted. However, research on the relationship between reading fluency and reading comprehension at the high school level is still uncommon. Therefore, this research sought to determine the relationship between students' reading fluency and reading comprehension. This study took a quantitative approach, collecting data from 36 students in Class XI IPA 1 at UPT SMA Negeri 3 Empat Lawang using an oral reading fluency test and a reading comprehension test. The data were analysed using the Person Product-Moment correlation analysis in SPSS Version 20 for Windows. This study found a strong correlation between reading fluency and reading comprehension (0.0000.829). The higher the reading fluency of students, the higher their reading comprehension achievement will be. On the contrary, the lower the reading fluency of students, the lower their reading comprehension achievement. The implications of the study’s findings and suggestions for future research are also discussed.Key word: correlation, reading fluency and reading comprehensio

A Comparison of Two Measures of Oral Reading Fluency

Reading fluency is an important part of the process of learning to read. It is commonly assessed by the use of Curriculum-Based Measurement (CBM) techniques; however, a new assessment method emerged in the Woodcock-Johnson Tests of Achievement- Third Edition (WJ-III). Only one previous study had examined the validity of the Reading Fluency test from the WJ-III by comparing it to established CBM measures of reading fluency for a sample of third-grade students. The resulting correlation between the two measures supported the validity of the WJIII Reading Fluency test, but it was unclear as to the two tests\u27 relationship across grade levels. To address this question, the current study examined the relationship between the Dynamic Indicators of Basic Early Literacy Skills test of Oral Reading Fluency (DORF) a standardized CBM-type measure, and the WJ-III Reading Fluency test with students from grades one, three, and five. Results supported the use of the WJ-III Reading Fluency test as a valid measure of reading fluency across grade levels

Oral and Silent Reading Fluency: An Investigation Utilizing Structural Equation Modeling

Oral and silent reading fluency are often conflated in the literature such that they are treated as a single construct. The current study examined whether oral and silent reading fluency represent distinct constructs in a sample model of fourth-grade students. In addition to oral and silent reading fluency, lower-level reading skills (e.g., word reading, nonword reading, rapid automatic naming) and vocabulary were included in structural equation models in order to determine their impact on students\u27 reading fluency and reading comprehension. The results suggest that oral and silent reading fluency represent separate constructs; however, only oral reading fluency was found to contribute to reading comprehension in the sample. The method used to assess silent reading fluency was found to impact the results. Additionally, vocabulary was found to contribute significantly to comprehension above and beyond the contributions of reading fluency or the subcomponent skills

The Impact of Reading Fluency Instruction on Reading Fluency

The research question addressed in this capstone was, how does reading fluency instruction impact reading fluency? The inspiration for this capstone sparked from the first year-end summative assessment that one teacher proctored, and the struggles those students faced on that assessment. Moreover, the author of this research study looks to examine the impact that reading fluency instruction has on students’ ability to read fluently. The majority of students at this charter school in Minneapolis are students who come from low income families. This study documents the impact that fluency instruction had on reading fluency and determines the following: 1) Reading fluency instruction does impact reading fluency; 2) The glaring need for reading interventions built into school programs

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing

Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency

Exploring the Relationship Between Factors of Implementation, Treatment Integrity and Reading Fluency

Treatment integrity has always had a presence in research, but now more than ever must become a priority owing to the changes in Special Education Law. The present study intends to explore the relationship between factors of implementation, treatment integrity of intervention implementation, and reading fluency. Participants included students in grades 2 through 5 and their teachers enrolled in an urban elementary school in the southwest area of the United States. Participants were chosen for possible inclusion on the basis of their fall performance relative to oral reading fluency on a universal screening measure used as part of the district\u27s Response to Intervention (RTI) plan. Classroom teachers were observed implementing reading interventions and asked to respond to surveys aimed at summarizing their opinions regarding factors related to choice of intervention and implementation. Path analysis was conducted to explore the relationship between two factors of implementation (intervention complexity and acceptability), treatment integrity (adherence to intervention protocol) and student outcomes (oral reading fluency scores). It was hypothesized that low scores for intervention complexity would be inversely related to levels of treatment integrity, which would subsequently be positively related to reading fluency. Moreover, it was hypothesized that intervention acceptability and treatment integrity would be positively related, which would subsequently be positively related to reading fluency. Lastly, it was hypothesized that there would be an inverse relationship between intervention complexity and reading fluency, and a positive relationship between intervention acceptability and reading fluency. Results indicated an inverse relationship between intervention complexity and treatment integrity, suggesting that when complexity was low, treatment integrity was high. A positive relationship was found between intervention acceptability and treatment integrity, suggesting that when acceptability was high, treatment integrity was high. Furthermore, when treatment integrity was high, reading fluency scores were found to be high. An inverse relationship was found between complexity and reading fluency, suggesting that when complexity was low, reading fluency scores were high. Lastly, a positive relationship was found between acceptability and reading fluency, suggesting that when acceptability was high, reading fluency scores were high

The Relationships Among Rapid Automatized Naming (RAN), Processing Speed and Reading Fluency in Clinic Referred Children

Converging evidence suggests that phonological awareness is at the core of reading ability. Rapid automatized naming (RAN), defined as how quickly individuals can name continuously presented familiar visual stimuli, is also known to be a strong predictor of reading performance, and reading fluency in particular. The double deficit hypothesis suggests RAN deficits represent an additional core deficit associated with the reading process. Although there are many ways to measure RAN (e.g., using letters, numbers, pictures, objects), not well established is which RAN task is most predictive of the reading fluency skills of clinic referred children. Further research is also needed to understand the relationship between RAN and general processing speed, and the extent to which RAN tasks uniquely predict the reading fluency of clinic-referred children. The purpose of the current study is to determine a) the relationships among phonemic awareness, RAN, general processing speed, and reading fluency; b) the predictive value of phonemic awareness and RAN tasks in determining reading fluency performance; c) which RAN task best predicts reading fluency; and d) if RAN tasks continue to predict reading fluency while controlling for general processing speed. 64 children from a university reading clinic were used as participants in this study. The results suggest that alphanumeric RAN task performance --and letter naming in particular-- are unique contributors to reading fluency performance in dysfluent readers. Further, the results indicate that this contribution to reading fluency extends beyond that of other theoretical components of fluency

The Effects of Reading Fluency in the Elementary Montessori Classroom

READING FLUENCY IN ELEMENTARY Abstract The purpose of this research was to identify ways of improving reading fluency for elementary children in grades first through sixth. Children scoring below the 40th percentile on reading standardized test scores, determined our testing population. Four data collections tools were used, including a child-centered survey, a reading fluency rubric, teacher observations, and fluency graphs. The Read Naturally Program was used as the reading fluency intervention. Students made fluency progress in both the upper and lower elementary levels. This research highlights the importance of reading fluency interventions. Further research might focus on self reflection for children using the iPad Read Naturally Program

Reading fluency in children who are deaf or hard of hearing

This literature review explores the role of reading fluency in children who are deaf or hard of hearing and the essential role reading fluency plays in reading comprehension. The information gathered in this paper supports the importance of direct instruction of reading fluency with children who are deaf or hard of hearing