Examining the Relationship Between Word Reading Efficiency and Oral Reading Rate in Predicting Comprehension Among Different Types of Readers

Abstract

To further explore contextual reading rate, an important aspect of reading fluency, we examined the relationship between word reading efficiency (WRE) and contextual oral reading rate (ORR), the degree to which they overlap across different comprehension measures, whether oral language (semantics and syntax) predicts ORR beyond contributions of word-level skills, and whether the WRE–ORR relationship varies based on different reader profiles. Assessing reading and language of average readers, poor decoders, and poor comprehenders, ages 10 to 14, ORR was the strongest predictor of comprehension across various formats; WRE contributed no unique variance after taking ORR into account. Findings indicated that semantics, not syntax, contributed to ORR. Poor comprehenders performed below average on measures of ORR, despite average WRE, expanding previous findings suggesting specific weaknesses in ORR for this group. Together, findings suggest that ORR draws upon skills beyond those captured by WRE and suggests a role for oral language (semantics) in ORR.

What Does the CBM-Maze Test Measure?

“…explanation is that the measure of fluency used in this study (i.e., oral reading fluency) draws on skills beyond those captured by word identification efficiency alone (Eason, Sabatini, Goldberg, Bruce, & Cutting, 2013). The comparisons across grades also showed that the demands on vocabulary remained stable for both tests, suggesting that vocabulary continues to covary with reading comprehension.…”

Segmenting Texts Into Meaningful Word Groups: Beginning Readers’ Prosody and Comprehension

“…Terms & punctuation (Kuhn et al, 2010;Pinnell et al, 1995). Under the restrictive definition, reading fluently means to correctly read many words per minute (Deno, 1985;Eason, Sabatini, Goldberg, Bruce, & Cutting, 2013;Good, Simmons, & Kame'enui, 2001;Silverman, Speece, Harring, & Ritchey, 2013). The latter index, in spite of its relative crudeness, is a robust correlate of comprehension, at least until fourth grade (e.g., Hosp & Fuchs, 2005).…”

Prosody Growth and Reading Comprehension: A Longitudinal Study from 2nd Through the End of 3er Grade // Evolução da prosódia e compreensão da leitura: Um estudo longitudinal do 2º ano ao final do 3º ano de escolaridade

“…Parece também consensual que o desenvolvimento da competência leitora está associado a uma leitura expressiva, e que o desenvolvimento da leitura prosódica ocorre fundamentalmente depois de a descodificação se tornar automática (Herman, 1985;Kehoe, 2013;Kim et al, 2010;Miller e Schwanenflugel, 2006;Taylor, Meisinger, e Floyd, 2013). Além disso, as competências de linguagem influenciam o desenvolvimento da prosódia (Eason, Sabatini, Goldberg, Bruce, e Cutting, 2013). Uma criança pode por exemplo ser capaz de ler correcta e rapidamente as palavras individuais de um texto mas ainda assim ler sem prosódia adequada, por não compreender o vocabulário do texto.…”