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ERIC Number: EJ1216552
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1057-3569
The Contributions of Reading Fluency and Decoding to Reading Comprehension for Struggling Readers in Fourth Grade
Kang, Eun Young; Shin, Mikyung
Reading & Writing Quarterly, v35 n3 p179-192 2019
The purpose of this study was to investigate the contribution of decoding and reading fluency to reading comprehension and how it differs across different types of comprehension measures among 4th-grade students with reading difficulties and disabilities (M age = 9.8, SD = 0.6). Results indicated that decoding and reading fluency predicted 8.1% to 43.3% of the variance in reading comprehension. Decoding and reading fluency accounted for 8.1% of the variance associated with performance on the Comprehension subtest of the Gates--MacGinitie Reading Test, 22.5% for the Test of Silent Reading Efficiency and Comprehension (TOSREC), and 43.3% for the Woodcock-Johnson III Passage Comprehension subtest (WJ3--PC). Decoding explained -0.2% of the variance for the Gates-MacGinitie, 3.1% for the TOSREC, and 15.1% for the WJ3-PC. Reading fluency individually accounted for 3.9% of the variance for the Gates-MacGinitie, 4.5% for the TOSREC, and 1.9% for the WJ3-PC. We discuss the limitations and practical implications of these findings.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
Grant or Contract Numbers: P50HD05211707