The Relationship Between Different Measures of Oral Reading Fluency and Reading Comprehension in Second-Grade Students Who Evidence Different Oral Reading Fluency Difficulties

2010 ◽  
Vol 41 (3) ◽  
pp. 340-348 ◽  
Author(s):  
Justin C. Wise ◽  
Rose A. Sevcik ◽  
Robin D. Morris ◽  
Maureen W. Lovett ◽  
Maryanne Wolf ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Second Grade ◽  
Second Grade Students ◽  
The Relationship

Effects of Technology Enhancements and Type of Teacher Support on Assessing Spanish-Speaking Children’s Oral Reading Fluency in Second Grade

2011 ◽  
Vol 37 (1) ◽  
pp. 3-16
Author(s):  
Mary J. York ◽  
Barbara R. Foorman ◽  
Kristi L. Santi ◽  
David J. Francis
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Teacher Support ◽  
Oral Reading Fluency ◽  
School Level ◽  
Second Grade ◽  
Bilingual Students ◽  
Spanish Speaking ◽  
Second Grade Students ◽  
School Level Effects

We examined student-, classroom-, and school-level effects in predicting second-grade Spanish-speaking children’s oral reading fluency in Spanish. Teachers in 67 randomly selected urban schools administered the Tejas LEE to 1,537 first- and second-grade students. Oral reading fluency was measured in the passages students read for comprehension. Covariates were mean fluency in Grade 1, variability in fluency in Grade 1, degree of grouping in the school, and the proportion of second-grade students in the classroom and/or the school taking the Tejas LEE. Treatment effects were administration format (paper, desktop, handheld) and type of teacher support (no mentoring, web mentoring, and on-site plus web mentoring). Second-grade teachers positively affected students’ reading fluency when (a) they administered the Tejas LEE on paper with the associated paper reports in classrooms of bilingual students, and (b) they either received web mentoring and had relatively homogeneous classrooms or received on-site or no mentoring and had ability-grouped classes. Implications for interpreting assessment results are discussed in the context of the type of support provided to teachers and the grouping of bilingual students by language and/or by ability.

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 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.

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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