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

1995 ◽  
Vol 5 (4) ◽  
pp. 377-398 ◽  
Author(s):  
Timothy A. Slocum ◽  
Elizabeth M. Street ◽  
Guy Gilberts
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Reading Rate ◽  
Oral Reading Rate

The Effects of Material Difficulty upon Learning Disabled Children's Oral Reading and Reading Comprehension

1983 ◽  
Vol 6 (3) ◽  
pp. 339-348 ◽  
Author(s):  
Stephen W. Armstrong
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Oral Reading ◽  
Reading Skills ◽  
Learning Disabled ◽  
Reading Rate ◽  
Instructional Time ◽  
Teaching Reading ◽  
Analysis Framework ◽  
Oral Reading Rate

Efficient reading instruction has become of interest to researchers operating within an applied behavior analysis framework. For older learning disabled students, the lack of functional reading skills restricts acquisition of content subjects in the mainstream. One aspect of teaching reading is determining the skills on which to focus instructional time. Two frequently taught reading skills are oral reading and reading comprehension. Previous research has investigated the effects of reinforcement of one skill and the indirect effects upon the other. The present study explored this relationship further by having subjects read material at two levels of difficulty in a multi-element design. Results indicated that previous studies may have underestimated the effects of increasing oral reading rates upon comprehension. Guidelines for oral reading rate criteria are suggested.

Reading Fluency and Students With Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension?

2017 ◽  
Vol 51 (2) ◽  
pp. 124-136 ◽  
Author(s):  
Rollanda E. O’Connor
Keyword(s):  
Reading Comprehension ◽  
General Education ◽  
Reading Fluency ◽  
Oral Reading ◽  
Reading Difficulties ◽  
Fourth Grade ◽  
Reading Rate ◽  
Second Grade ◽  
Local Regression ◽  
Oral Reading Rate

The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337 students with reading difficulties in second and fourth grade (61% eligible for special education; 80% with a diagnosis of LD in the area of reading) and 150 typical readers from the same general education classes. LOESS (LOcal regrESSion) plots (logistic regression) were used to determine where linear relations between reading rate and comprehension broke down for these students: the rate at which getting faster no longer contributed clearly to reading comprehension improvement. Although typical readers in this sample showed patterns of oral reading rate and comprehension similar to students in other studies, patterns for students with reading difficulties differed. For dysfluent readers, improving reading rate improved comprehension only in the bands between 35 and 75 words correct per minute in second grade and between 40 and 90 words correct in fourth grade. Reading at faster rates revealed no clear advantage for reading comprehension.

The Effect Of Auditory Masking Upon Oral Reading Rate

1958 ◽  
Vol 23 (3) ◽  
pp. 250-252 ◽  
Author(s):  
Richard A. Winchester ◽  
Edward W. Gibbons
Keyword(s):  
Oral Reading ◽  
Reading Rate ◽  
Auditory Masking ◽  
Oral Reading Rate

scholarly journals Effects of oral reading rate and inflection on intraverbal responding

1989 ◽  
Vol 7 (1) ◽  
pp. 83-89 ◽  
Author(s):  
Henry A. Tenenbaum ◽  
William D. Wolking
Keyword(s):  
Oral Reading ◽  
Reading Rate ◽  
Oral Reading Rate

scholarly journals How many words do we read per minute? A review and meta-analysis of reading rate

2019 ◽  
Author(s):  
Marc Brysbaert
Keyword(s):  
Language Processing ◽  
Oral Reading ◽  
Meta Analysis ◽  
Silent Reading ◽  
Reading Rate ◽  
English As Second Language ◽  
Old Adults ◽  
Non Fiction ◽  
The Difference ◽  
Oral Reading Rate

Based on the analysis of 190 studies (18,573 participants), we estimate that the average silent reading rate for adults in English is 238 words per minute (wpm) for non-fiction and 260 wpm for fiction. The difference can be predicted by taking into account the length of the words, with longer words in non-fiction than in fiction. The estimates are lower than the numbers often cited in scientific and popular writings. The reasons for the overestimates are reviewed. The average oral reading rate (based on 77 studies and 5,965 participants) is 183 wpm. Reading rates are lower for children, old adults, and readers with English as second language. The reading rates are in line with maximum listening speed and do not require the assumption of reading-specific language processing. Within each group/task there are reliable individual differences, which are not yet fully understood. For silent reading of English non-fiction most adults fall in the range of 175 to 300 wpm; for fiction the range is 200 to 320 wpm. Reading rates in other languages can be predicted reasonably well by taking into account the number of words these languages require to convey the same message as in English.

Evaluation of Oral Reading Rate as a Curriculum-Based Measure Within Literature-Based Curriculum

1998 ◽  
Vol 36 (2) ◽  
pp. 183-197 ◽  
Author(s):  
Kathy L. Bradley-Klug ◽  
Edward S. Shapiro ◽  
J.Gary Lutz ◽  
George J. DuPaul
Keyword(s):  
Oral Reading ◽  
Reading Rate ◽  
Oral Reading Rate

The Variability of Oral Reading Rate

1958 ◽  
Vol 23 (5) ◽  
pp. 591-593 ◽  
Author(s):  
Edward W. Gibbons ◽  
Richard A. Winchester ◽  
Donald F. Krebs
Keyword(s):  
Oral Reading ◽  
Reading Rate ◽  
Oral Reading Rate
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