scholarly journals Reading Fluency and Reading Comprehension Development Characteristics of 1st, 3rd, and 5th Grade Students according to Oral and Silent Reading

2018 ◽  
Vol 23 (4) ◽  
pp. 947-958
Author(s):  
Song-Yi Park ◽  
Kyunghee Jung
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Silent Reading ◽  
Comprehension Development ◽  
5Th Grade

scholarly journals Relations among Oral Reading Fluency, Silent Reading Fluency, Retell Fluency, and Reading Comprehension

2014 ◽  
Vol 116 ◽  
pp. 4030-4034 ◽  
Author(s):  
Mustafa Turkyılmaz ◽  
Remzi Can ◽  
Kasim Yildirim ◽  
Seyit Ateş
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Silent Reading ◽  
Retell Fluency

The Contributions of Oral and Silent Reading Fluency to Reading Comprehension

2015 ◽  
Vol 37 (2) ◽  
pp. 167-201 ◽  
Author(s):  
Katherine W. Price ◽  
Elizabeth B. Meisinger ◽  
Max M. Louwerse ◽  
Sidney D’Mello
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Silent Reading

An Exploration of the Heterogeneous Nature of Reading Comprehension Development in First Grade: The Impact of Word and Meaning Skills

2021 ◽  
pp. 002221942110362
Author(s):  
Emily J. Solari ◽  
Ryan P. Grimm ◽  
Alyssa R. Henry
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Word Reading ◽  
First Grade ◽  
Discrete Groups ◽  
Latent Classes ◽  
Linguistic Comprehension ◽  
Comprehension Development ◽  
The Impact ◽  
Reading Decoding

This exploratory study builds upon extant reading development studies by identifying discrete groups based on reading comprehension trajectories across first grade. The main goal of this study was to enhance the field’s understanding of early reading comprehension development and its underlying subcomponent skills, with the intent of better understanding the development of comprehension in students who display risk for reading difficulties and disabilities. A sample of first-grade readers ( N = 314) were assessed at three timepoints across the first-grade year. These data were utilized to derive empirical latent classes based on reading comprehension performance across the first-grade year. Reading subcomponent skill assessments (phonological awareness, word reading, decoding, linguistic comprehension, and reading fluency), measured in the fall of first grade, were compared across latent classes to examine how they related to growth across the first-grade year. Results suggest that there were four distinct latent classes with differential reading comprehension development, each of which could also be distinguished by the subskill assessments. These findings are presented within the context of the broader reading research base and implications for practice are discussed.

scholarly journals The Relationship Between a Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting

2011 ◽  
Vol 32 (1) ◽  
pp. 75-97 ◽  
Author(s):  
Timothy Rasinski ◽  
S. Jay Samuels ◽  
Elfrieda Hiebert ◽  
Yaacov Petscher ◽  
Karen Feller
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
School Setting ◽  
Silent Reading ◽  
Urban School ◽  
The Relationship
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