The Relationship Between Different Measures of Oral Reading Fluency and Reading Comprehension in Second-Grade Students Who Evidence Different Oral Reading Fluency Difficulties Purpose The purpose of this study was to examine whether different measures of oral reading fluency relate differentially to reading comprehension performance in two samples of second-grade students: (a) students who evidenced difficulties with nonsense-word oral reading fluency, real-word oral reading fluency, and oral reading fluency of connected text (ORFD), ... Research Article
Research Article  |   July 01, 2010
The Relationship Between Different Measures of Oral Reading Fluency and Reading Comprehension in Second-Grade Students Who Evidence Different Oral Reading Fluency Difficulties
 
Author Affiliations & Notes
  • Justin C. Wise
    Georgia State University, Atlanta
  • Rose A. Sevcik
    Georgia State University, Atlanta
  • Robin D. Morris
    Georgia State University, Atlanta
  • Maureen W. Lovett
    Hospital for Sick Children/University of Toronto, Canada
  • Maryanne Wolf
    Tufts University, Medford, MA
  • Melanie Kuhn
    Rutgers University, New Brunswick, NJ
  • Beth Meisinger
    University of Memphis, TN
  • Paula Schwanenflugel
    University of Georgia, Athens
  • Contact author: Justin Wise, Department of Psychology, P.O. Box 5010, Georgia State University, Atlanta, GA 30302. E-mail: psyjcwx@langate.gsu.edu.
Article Information
Speech, Voice & Prosody / Research Articles
Research Article   |   July 01, 2010
The Relationship Between Different Measures of Oral Reading Fluency and Reading Comprehension in Second-Grade Students Who Evidence Different Oral Reading Fluency Difficulties
Language, Speech, and Hearing Services in Schools, July 2010, Vol. 41, 340-348. doi:10.1044/0161-1461(2009/08-0093)
History: Received August 15, 2008 , Revised December 8, 2008 , Accepted May 25, 2009
 
Language, Speech, and Hearing Services in Schools, July 2010, Vol. 41, 340-348. doi:10.1044/0161-1461(2009/08-0093)
History: Received August 15, 2008; Revised December 8, 2008; Accepted May 25, 2009
Web of Science® Times Cited: 12

Purpose The purpose of this study was to examine whether different measures of oral reading fluency relate differentially to reading comprehension performance in two samples of second-grade students: (a) students who evidenced difficulties with nonsense-word oral reading fluency, real-word oral reading fluency, and oral reading fluency of connected text (ORFD), and (b) students who evidenced difficulties only with oral reading fluency of connected text (CTD).

Method Participants (ORFD, n = 146 and CTD, n = 949) were second-grade students who were recruited for participation in different reading intervention studies. Data analyzed were from measures of nonsense-word oral reading fluency, real-word oral reading fluency, oral reading fluency of connected text, and reading comprehension that were collected at the pre-intervention time point.

Results Correlational and path analyses indicated that real-word oral reading fluency was the strongest predictor of reading comprehension performance in both samples and across average and poor reading comprehension abilities.

Conclusion Results of this study indicate that real-word oral reading fluency was the strongest predictor of reading comprehension and suggest that real-word oral reading fluency may be an efficient method for identifying potential reading comprehension difficulties.

ACKNOWLEDGMENTS
Support for this research was provided by the Interagency Education Research Initiative, a joint National Science Foundation/National Institute of Child Health and Human Development/Department of Education program, REC-0115676. We thank the participants and their families for their cooperation and support.
Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access