What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation.

2021 ◽  
Vol 57 (5) ◽  
pp. 718-732
Author(s):  
Young-Suk Grace Kim ◽  
Jamie M. Quinn ◽  
Yaacov Petscher
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Longitudinal Investigation ◽  
Text Reading

scholarly journals The relation between text reading fluency and reading comprehension for students with autism spectrum disorders

2017 ◽  
Vol 41-42 ◽  
pp. 8-19 ◽  
Author(s):  
Emily J. Solari ◽  
Ryan Grimm ◽  
Nancy S. McIntyre ◽  
Lindsay Swain- Lerro ◽  
Matthew Zajic ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Autism Spectrum Disorders ◽  
Reading Fluency ◽  
Autism Spectrum ◽  
Text Reading ◽  
Students With Autism ◽  
Spectrum Disorders

The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers

2020 ◽  
pp. 002221942093213
Author(s):  
Nathan H. Clemens ◽  
Yu-Yu Hsiao ◽  
Kejin Lee ◽  
Amanda Martinez-Lincoln ◽  
Clinton Moore ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Test Performance ◽  
Reading Test ◽  
Adolescent Readers ◽  
Component Skills ◽  
Struggling Adolescent Readers ◽  
Text Reading ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency, vocabulary, listening comprehension, and working memory) on several standardized tests of reading comprehension: The Gates-MacGinitie Reading Test, 4th edition (GMRT), Group Reading Assessment and Diagnostic Evaluation, Gray Oral Reading Test, 5th edition (GORT-5), and the Test of Silent Reading Efficiency and Comprehension (TOSREC). Students’ word- and text-reading fluency skills were generally the most dominant predictors of performance on most reading comprehension tests, especially those with a time limit (GMRT and TOSREC). Listening comprehension was most important on the GORT-5, a test in which students read passages orally and listen to questions read by an examiner. Working memory was the least important component skill across the reading comprehension tests. Overall, results were consistent with previous work indicating that reading comprehension measures vary with regard to the skills or knowledge sources that are most important for test performance and extend these findings to struggling adolescent readers. Implications for research and practice are discussed.

scholarly journals Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography

2017 ◽  
Vol 5 (3) ◽  
pp. 448
Author(s):  
Xiangying Jiang
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Fluency ◽  
Empirical Studies ◽  
First Language ◽  
Adult Esl ◽  
Component Skills ◽  
Text Reading ◽  
Decoding Efficiency

<em>Cross-linguistic studies on second language (L2) reading reveal that component skills of reading such as word recognition, phonemic decoding, spelling, and oral text reading are prone to the influence of first language (L1) orthography but few empirical studies have examined the possible influence of L1 orthography on these skills. This study investigates how adult ESL learners of two different L1 backgrounds (Spanish and Chinese) compare in their performances on word recognition efficiency, phonemic decoding efficiency, spelling, and oral text reading fluency and how these skills are related to their overall ability in reading comprehension. The differences in the learners’ performances on the component skills and the variations in the role of these skills in ESL reading comprehension indicated possible influence of the orthographic features of learners’ first language.</em>

scholarly journals Is oral/text reading fluency a “bridge” to reading comprehension?

2013 ◽  
Vol 27 (1) ◽  
pp. 79-99 ◽  
Author(s):  
Young-Suk Kim ◽  
Chea Hyeong Park ◽  
Richard K. Wagner
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Text Reading

What oral text reading fluency can reveal about reading comprehension

2014 ◽  
Vol 38 (3) ◽  
pp. 213-225 ◽  
Author(s):  
Nathalie J. Veenendaal ◽  
Margriet A. Groen ◽  
Ludo Verhoeven
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Text Reading

Practicing Keywords to Increase Reading Performance of Students With Intellectual Disability

2021 ◽  
Vol 126 (3) ◽  
pp. 230-248
Author(s):  
Mallory A. Stevens ◽  
Matthew K. Burns
Keyword(s):  
Reading Comprehension ◽  
Intellectual Disability ◽  
Word Recognition ◽  
Reading Fluency ◽  
Single Case ◽  
Single Case Design ◽  
Fourth Grade Students ◽  
Fluency And Comprehension ◽  
Text Reading ◽  
The Given

Abstract The purpose of the current study was to determine the extent to which practicing keywords increased word recognition, reading fluency and comprehension for students with intellectual disability (ID). The dependent measures included word recognition (i.e., the percentage of previously unknown keywords read correctly in the given text), reading fluency (i.e., words read correctly in 1 minute), and reading comprehension (i.e., number of questions answered correctly out of five). The participants were three fourth-grade students who were identified as having ID in early childhood with IQ scores of 45, 62, and 78. Words from reading passages were practiced with Incremental Rehearsal (IR) using a multielement, single-case design. Practicing keywords led to higher subsequent in-text recognition and generalization for a high percentage of the taught words. Additionally, there was clear experimental control for increases in reading fluency. There was not a strong effect on reading comprehension. Implications for research and practice are discussed.

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