The Contributions of Oral and Silent Reading Fluency to Reading Comprehension

Silent reading fluency has received limited attention in the school-based literatures across the past decade. We fill this gap by examining both oral and silent reading fluency and their relation to overall abilities in reading comprehension in fourth-grade students. Lower-level reading skills (word reading, rapid automatic naming) and vocabulary were included in structural equation models in order to determine their impact on reading fluency and comprehension. Results suggested that oral and silent reading fluency represent separate constructs, but only oral reading fluency contributed to reading comprehension. Vocabulary was found to contribute uniquely to comprehension even after controlling for reading fluency.

[1]  Diana Adler,et al.  Using Multivariate Statistics , 2016 .

[2]  John O. Willis,et al.  Test of Silent Word Reading Fluency , 2014 .

[3]  John O. Willis,et al.  Wechsler Individual Achievement Test–Third Edition , 2014 .

[4]  Randy G. Floyd,et al.  An explanation of reading comprehension across development using models from Cattell–Horn–Carroll theory: Support for integrative models of reading , 2012 .

[5]  Elizabeth B. Meisinger,et al.  Silent reading fluency using underlining: Evidence for an alternative method of assessment , 2012 .

[6]  Heejin Kim,et al.  The Simple View of Reading , 2012 .

[7]  S. Samuels,et al.  Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need to Know? , 2012 .

[8]  M. Wolf,et al.  Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities. , 2012, Annual review of psychology.

[9]  Richard K. Wagner,et al.  Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers , 2011, Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading.

[10]  R. Kline.  Principles and practice of structural equation modeling, 3rd ed. , 2011 .

[11]  Paige C. Pullen,et al.  A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability , 2010 .

[12]  Melanie R. Kuhn,et al.  Review of Research: Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency , 2010 .

[13]  Gene Ouellette,et al.  A not-so-simple view of reading: how oral vocabulary and visual-word recognition complicate the story , 2010 .

[14]  R. Abbott,et al.  Applying the Multiple Dimensions of Reading Fluency to Assessment and Instruction , 2010 .

[15]  Alicia Sandman,et al.  Dynamic indicators of basic early literacy skills , 2010 .

[16]  Julie S. Lynch,et al.  Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills , 2009 .

[17]  Amy E Barth,et al.  The component skills underlying reading fluency in adolescent readers: a latent variable analysis , 2009 .

[18]  Lynn Huestegge,et al.  How children read for comprehension: Eye movements in developing readers , 2009 .

[19]  Richard K. Wagner,et al.  Beyond decoding : the behavioral and biological foundations of reading comprehension , 2009 .

[20]  J. Keenan,et al.  Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension , 2008 .

[21]  D. Share.  On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. , 2008, Psychological bulletin.

[22]  John T. Guthrie,et al.  Relationships of Three Components of Reading Fluency to Reading Comprehension. , 2008 .

[23]  Melanie R. Kuhn,et al.  The influence of reading unit size on the development of Stroop interference in early word decoding , 2008, Reading and writing.

[24]  Whitney Tabor,et al.  Speaking Up for Vocabulary , 2007, Journal of learning disabilities.

[25]  Frank R. Vellutino,et al.  Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development , 2007 .

[26]  B. Tabachnick,et al.  Using multivariate statistics, 5th ed. , 2007 .

[27]  Paula J Schwanenflugel,et al.  Becoming a fluent and automatic reader in the early elementary school years. , 2006, Reading research quarterly.

[28]  Monique Sénéchal,et al.  Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure , 2006 .

[29]  Bruce A. Crum.  Comparison of the Reading Subtests of The Woodcock Johnson Tests of Achievement- Third Edition and the Wechsler Individual Achievement Test-Second Edition , 2006 .

[30]  Janice F. Almasi,et al.  Comprehen-sion and the Report of the National Reading Panel , 2006 .

[31]  Andreas Oranje,et al.  Fourth-Grade Students Reading Aloud: NAEP 2002 Special Study of Oral Reading. The Nation's Report Card. NCES 2006-469. , 2005 .

[32]  Julie Alonzo,et al.  Grade‐Level Invariance of a Theoretical Causal Structure Predicting Reading Comprehension With Vocabulary and Oral Reading Fluency , 2005 .

[33]  A. Williams,et al.  Test of Silent Word Reading Fluency , 2005 .

[34]  C. Hulme,et al.  Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. , 2004, Developmental psychology.

[35]  R. S. McCallum,et al.  Silent versus oral reading comprehension and efficiency , 2004 .

[36]  J. Fletcher,et al.  Specific reading disability (dyslexia): what have we learned in the past four decades? , 2004, Journal of child psychology and psychiatry, and allied disciplines.

[37]  Simon Garrod,et al.  Reading, Psychology of , 2006 .

[38]  L. Fuchs,et al.  Sources of Individual Differences in Reading Comprehension and Reading Fluency. , 2003 .

[39]  Catherine E. Snow,et al.  Rethinking Reading Comprehension. Solving Problems in the Teaching of Literacy. , 2003 .

[40]  Steven A. Stahl,et al.  Fluency: A review of developmental and remedial practices. , 2003 .

[41]  P. Cole,et al.  Fluency in the classroom , 2003 .

[42]  D. R. Smith,et al.  CHAPTER 6 – Wechsler Individual Achievement Test , 2001 .

[43]  Suzanne Prior,et al.  "READ IN YOUR HEAD": A VYGOTSKIAN ANALYSIS OF THE TRANSITION FROM ORAL TO SILENT READING , 2001 .

[44]  M. Wolf,et al.  Naming-Speed Processes, Timing, and Reading , 2000, Journal of learning disabilities.

[45]  Rex B. Kline,et al.  Principles and Practice of Structural Equation Modeling , 1998 .

[46]  Linda S. Siegel,et al.  Phonological Processing Deficits as the Basis of a Reading Disability , 1993 .

[47]  Joseph R. Jenkins,et al.  Examining the Validity of Two Measures for Formative Teaching: Reading Aloud and Maze , 1993 .

[48]  L. Fuchs,et al.  Identifying a Measure for Monitoring Student Reading Progress. , 1992 .

[49]  P. D. Pumfrey,et al.  Differences in Text Comprehension Amongst 7-8-Year-Old Children , 1988 .

[50]  Lynn S. Fuchs,et al.  Interactive Effects of Reading Mode, Production Format, and Structural Importance of Text among LD Pupils , 1988 .

[51]  L. Fuchs,et al.  The Validity of Informal Reading Comprehension Measures , 1988 .

[52]  R. Little.  A Test of Missing Completely at Random for Multivariate Data with Missing Values , 1988 .

[53]  A. Salasoo.  Cognitive Processing in Oral and Silent Reading Comprehension. , 1986 .

[54]  S. Deno,et al.  Curriculum-Based Measurement: The Emerging Alternative , 1985, Exceptional children.

[55]  Betty Holmes,et al.  The Effect of Four Different Modes of Reading on Comprehension , 1985 .

[56]  Samuel D. Miller,et al.  Differences in Literal and Inferential Comprehension after Reading Orally and Silently. , 1985 .

[57]  P. Burge.  Comprehension and Rate: Oral vs. Silent Reading for Low Achievers , 1983 .

[58]  Connie Juel,et al.  Oral and Silent Reading of Sentences. , 1981 .

[59]  Denise B. Elgart.  Oral Reading, Silent Reading, and Listening Comprehension: a Comparative Study , 1978 .

[60]  S. Jay Samuels,et al.  Toward a theory of automatic information processing in reading , 1974 .

[61]  James E. Swalm.  A Comparison of Oral Reading, Silent Reading and Listening Comprehension. , 1972 .

[62]  Jeanne Sternlicht Chall,et al.  Learning to Read: The Great Debate , 1967 .

[63]  Effie Butler Jones.  A comparison of comprehension results in oral and silent reading , 1932 .