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ERIC Number: EJ1082656
Record Type: Journal
Publication Date: 2016
Pages: 35
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0270-2711
The Contributions of Oral and Silent Reading Fluency to Reading Comprehension
Price, Katherine W.; Meisinger, Elizabeth B.; Louwerse, Max M.; D'Mello, Sidney
Reading Psychology, v37 n2 p167-201 2016
Silent reading fluency has received limited attention in the school-based literatures across the past decade. We fill this gap by examining both oral and silent reading fluency and their relation to overall abilities in reading comprehension in fourth-grade students. Lower-level reading skills (word reading, rapid automatic naming) and vocabulary were included in structural equation models in order to determine their impact on reading fluency and comprehension. Results suggested that oral and silent reading fluency represent separate constructs, but only oral reading fluency contributed to reading comprehension. Vocabulary was found to contribute uniquely to comprehension even after controlling for reading fluency.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gates MacGinitie Reading Tests; Wechsler Individual Achievement Test; Woodcock Johnson Tests of Achievement; Woodcock Johnson Tests of Cognitive Ability