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ERIC Number: ED549638
Record Type: Non-Journal
Publication Date: 2011
Pages: 157
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-0281-6
The Relationship between Oral Reading Fluency and Reading Comprehension for Third Grade Students in a Rural Louisiana School District
Conway Sledge-Murphy, Felicia
ProQuest LLC, Ed.D. Dissertation, University of Louisiana at Monroe
"Dynamic Indicators of Basic Early Literacy Skills (DIBELS)," a diagnostic reading tool used in the majority of school districts throughout the state of Louisiana, has been identified by many researchers as a reliable and valid tool to identify reading deficiencies in struggling readers (Good, Simmons, & Kame'enui, 2001; Ritchey, 2004). Furthermore, DIBELS has been identified as a predictor of student achievement on state-mandated assessments (Barger, 2003; Good, et al., 2001; McKenna & Good, 2003). If DIBELS oral reading fluency (ORF) is found to predict student achievement on the "Integrated" Louisiana Educational Assessment Program ("i"LEAP), then having this data is critical to identifying and meeting the needs of struggling readers. Consequently, teachers may use the results as early warning signs of student performance and, therefore, provide appropriate support (e.g. tutoring, interventions) to students prior to taking the "i"LEAP test. The purpose of this study was to investigate the relationship between oral reading fluency and reading comprehension. Additionally, the study explored the relationship between student performance on DIBELS-ORF and its prediction of student performance in reading comprehension as measured by the "i"LEAP. Moreover, this study examined socioeconomic status (SES) as a factor influencing reading subscores of reading achievement. The data were obtained from 15 elementary schools (seven Title I schools and eight non-Title I schools) in a North Louisiana school district. A total of 1,094 participants were administered the "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)" diagnostic screener and the "Integrated" Louisiana Educational Assessment Program ("i"LEAP) in fall 2008 and spring 2009. This two-part correlational research design used a Pearson Product-Moment correlation coefficient to examine whether there was a significant relationship between oral reading fluency (ORF) (as measured by DIBELS) and reading comprehension (as measured by "i"LEAP reading subscores). This study also used a linear regression analysis to investigate the predictive validity of student performance on the DIBELS-ORF and reading comprehension subscores on the "i"LEAP as well as predicted mean differences, if any, in student performance between low and high SES students in Title I and non-Title I schools. Results showed a significant relationship between oral reading fluency and reading comprehension. Also, it was determined that DIBELS-ORF is a statistically significant predictor of student performance on "i"LEAP reading subscores. This study provided evidence that DIBELS-ORF is a reliable diagnostic tool that educators can use to assist in planning and implementing prescriptive interventions to address weaknesses of students with reading deficiencies. Further implications for practice as well as recommendations for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)