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ERIC Number: EJ833705
Record Type: Journal
Publication Date: 2009-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0034-0561
"She's My Best Reader; She Just Can't Comprehend": Studying the Relationship between Fluency and Comprehension
Applegate, Mary DeKonty; Applegate, Anthony J.; Modla, Virginia B.
Reading Teacher, v62 n6 p512-521 Mar 2009
If reading fluency contributes to reading comprehension, then highly fluent readers should be expected to perform well in comprehension when reading materials are at their current grade level. The authors identified 171 elementary, middle, and secondary students who had been labeled by parents and teachers as strong readers and assessed as highly fluent readers. All students were given two narrative passages from the Critical Reading Inventory to assess their ability to react and respond to the text, as well as their ability to remember it. More than one third of the sample was classified as struggling comprehenders and another one third demonstrated instructional needs. The authors concluded that instructing children in fluency as distinct from comprehension is a serious oversimplification of a delicate and complex interaction. (Contains 5 tables and 1 figure.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Delaware; New Jersey; Pennsylvania