scholarly journals Exploring the Role of Oral Reading Fluency (ORF) in Reading Instruction: A Classroom-based Study with Engineering Students

2019 ◽  
Vol 18 (1) ◽  
pp. 45-57
Author(s):  
Remya Rebecca Prakash ◽  
Abjy Kurian
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Engineering Students ◽  
Component Processes ◽  
Esl Learners ◽  
The Relationship

Teaching reading is a complicated task as reading entails the simultaneous interaction of various component processes. Learning to read fluently is a crucial part of reading acquisition. Despite research conducted in L1 contexts regarding reading fluency, this area has been relatively unexplored in L2 contexts. In reading fluency research, Oral Reading Fluency (ORF) is an important construct which has been closely associated with the reading comprehension of young learners in L1 contexts. This paper aims to investigate the nature of the relationship between ORF and reading comprehension in ESL learners. If ORF proves to be significantly related to reading comprehension, it would be a valuable addition to reading instruction for ESL learners.

Reviewing Evidence on the Relations Between Oral Reading Fluency and Reading Comprehension for Adolescents

2021 ◽  
pp. 002221942110451
Author(s):  
Jocelyn Washburn
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Predictive Value ◽  
Oral Reading Fluency ◽  
School Administrators ◽  
Reading Proficiency ◽  
Simple View Of Reading ◽  
Instructional Needs

In this article, I systematically review evidence on the relations between oral reading fluency (ORF) and reading comprehension (RC) for adolescents with limited reading proficiency (ALRP) in Grades 6 to12. I organized findings from 23 studies into five themes: (a) unclear role of ORF in the simple view of reading model for ALRP, (b) ALRP have distinct reader profiles, (c) ORF consists of more than automaticity, (d) the role of ORF varies, and (e) oral reading automaticity has tenuous predictive value for ALRP. Results suggest that knowledge of an adolescent’s ORF, as commonly defined and assessed, provides helpful information about an adolescent’s reader profile, but is not sufficient to evaluate instructional needs nor measure progress. I conclude the article with a discussion on implications for researchers, assessment developers, practitioners, and school administrators.

scholarly journals Fluency: Deep Roots in Reading Instruction

2020 ◽  
Vol 10 (6) ◽  
pp. 155
Author(s):  
William H. Rupley ◽  
William Dee Nichols ◽  
Timothy V. Rasinski ◽  
David Paige
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Historical Review ◽  
The United States ◽  
Deep Roots ◽  
Academic Proficiency ◽  
Method Of Instruction

Over the past two decades, reading fluency has been increasingly recognized as an important instructional variable for success in reading. Yet, this has not always been the case. This article presents a historical review of the nature and role of fluency instruction in the United States. The roots of oral reading fluency began in an age when texts and other forms of entertainment and information were limited. Historically, in America, oral reading was the predominant means for conveying ideas and passing the time at home with the family. In the 1800s, American education’s primary method of instruction emphasized the need for being able to read aloud with expression and fluency, in order to hold the listeners’ attention and convey information. As texts and other forms of information became more available, oral reading became deemphasized, and silent reading was viewed as a better approach to developing readers’ comprehension at the cost of fluency development. With continued research and national reports that indicate the significant contributions of oral reading fluency to reading comprehension and academic proficiency, it is clear that the roots of oral reading run deep, and that fluent reading development is important to learners’ academic achievement and reading comprehension.

scholarly journals Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading Comprehension

2009 ◽  
Vol 35 (2) ◽  
pp. 67-77 ◽  
Author(s):  
Jeanne Wanzek ◽  
Greg Roberts ◽  
Sylvia Linan-Thompson ◽  
Sharon Vaughn ◽  
Althea L. Woodruff ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
High Stakes ◽  
Relationship Of ◽  
The Relationship

scholarly journals Predictors of Latino English Learners’ Reading Comprehension Proficiency

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresa A Grasparil ◽  
David A Hernandez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Literacy Achievement ◽  
Academic Vocabulary ◽  
Latino English Learners

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino English learners to determine the strength of oral English proficiency, oral reading fluency, and academic vocabulary knowledge as predictors of reading comprehension proficiency. Findings of this study indicate a mismatch between English learners’ instructional needs and a widely used reading program component, assessment of words correct per minute (as a measure of oral reading fluency). Significant conclusions of this study suggest that educators seeking to promote the reading comprehension proficiency of Latino English learners consider using WCPM assessments and activities cautiously and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.

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