Minimum Reading Fluency Rate Necessary for Comprehension: A Potential Criterion for Curriculum-Based Assessments

Burns, Matthew K.; Tucker, James A.; Hauser, Andrea; Thelen, Renee L.; Holmes, Katherine; White, Kelly

doi:10.1177/073724770202800101

Cited by 19 publications

(16 citation statements)

References 22 publications

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“…Hasbrouck and Tindal (2006) suggest that 50% of fluency in these three factors is enough to start with and to improve comprehension. Previous research also suggests that about 50 word correct per minute (wcpm) among primary school children are needed as a minimum rate or a starting point in comprehension of a text in English (Burns et al, 2002(Burns et al, , 2011. Sixth-grade children, in the current study, showed more fluency in literal comprehension, where they were able to identify the main idea and details than in inferential comprehension, where they were requested to make www.ccsenet.org/ies…”

Section: Discussionmentioning

confidence: 67%

The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

Hussien¹

2014

IES

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This study examined oral reading fluency (ORF) of bilingual and monolingual students. The author selected a sample of 510 (258 males and 252 females) native Arabic-speaking sixth-graders (62 bilinguals and 448 monolinguals) in Egypt. The purposes were; (a) to examine oral reading rate, oral reading accuracy, prosody, and oral reading comprehension as indicating factors in ORF, and b) to investigate the impact of bilingual education on students' ORF in Arabic. Participants individually completed the author-developed Oral Reading Fluency Measure. Results indicated a very good fit between the proposed model and the observed data i.e., oral reading rate, oral reading accuracy, prosody, and oral reading comprehension are significant indicators of ORF. Interestingly, results revealed that the bilingual students performed better than their monolingual counterparts on oral reading rate, oral reading accuracy, and prosody but not on oral reading comprehension. The discussion concludes that (a) in addition to oral reading rate, oral reading accuracy, and prosody, oral reading comprehension is a significant indicating factor of ORF, (b) learning a second language, English, has a positive effect on ORF in the first language, Arabic, and (c) the nature of Arabic orthography is an indispensible factor when examining ORF in science of reading.

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Section: Discussionmentioning

confidence: 67%

The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

Hussien¹

2014

IES

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“…However, accurate reading is not sufficient for reading comprehension; some degree of automaticity in reading is also mandatory. The results of studies using a cross-sectional design showed that oral reading fluency predicted reading comprehension in students in first to fourth grades (Burns et al, 2002(Burns et al, , 2011Padeliadu & Antoniou, 2014). Fluent reading is important because it releases the cognitive and attentional resources necessary for reading comprehension.…”

Section: The Influence Of Word Recognition and Fluency On Reading Commentioning

confidence: 99%

Beyond word recognition, fluency, and vocabulary: The influence of reasoning on reading comprehension

Ribeiro

Cadime

Freitas

et al. 2016

Australian Journal of Psychology

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Objective: Word recognition, fluency, vocabulary, and working memory have been established as predictors of reading comprehension in the first elementary school grades. However, the additional role of reasoning is not so clear. The aim of this study was to investigate the effect of word recognition, fluency, vocabulary, working memory, verbal, and nonverbal reasoning on reading comprehension, focusing on the additional effect of reasoning when the effects of the other variables are controlled. Method: A group of 159 students from the second and fourth grades was assessed. Results: The results indicated that all variables are correlated with reading comprehension and that the effect size varies according to the school grade. Hierarchical multiple linear regression analyses revealed that in second grade, fluency was the strongest predictor of reading comprehension and that reasoning had no effect on reading comprehension, after controlling for the previous variables. However, in the fourth grade, non-verbal reasoning was the only significant unique predictor of reading comprehension, after accounting for the influence of the other variables. Conclusions: These results highlight the importance of promoting the mastery of accurate and fluent reading in the lower grades while promoting reasoning abilities in the higher grades.

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“…Many scholars have suggested using fluency as an indicator of reading progress because data are collected in a relatively quick and easy manner and because the scores correlate highly with reading comprehension (Burns et al, 2002;Fuchs, Fuchs, Hosp, & Jenkins, 2001;McCormick & Samuels, 1979). Reading curriculum-based measurement (R-CBM; Shinn, 1989), which uses a metric of number of words read correctly, has been accepted as an empirically valid and reliable index of reading (Hintze, Owen, Shapiro, & Daly, 2000;Marston, 1989;Parker et al, 1992).…”

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confidence: 99%

Relationship of reading fluency assessment data with state accountability test scores: A longitudinal comparison of grade levels

et al. 2006

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The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and differences in relationship magnitude among R-CBM and Maze as they compare to state test scores. Data for 5,472 students in Grades 3, 5, 7, and 8 were correlated and resulted in corrected coefficients that ranged from .51 (eighth graders) to .71 (third graders) for R-CBM and .49 (eighth graders) to .54 (seventh graders) for Maze. The coefficients between R-CBM and state test scores were significantly larger for third and fifth graders than those for eighth graders. No significant differences in magnitude were found between the correlation coefficients for state test scores to R-CBM and to Maze among seventh or eighth graders. Potential implications and suggestions for future research are included.

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Minimum Reading Fluency Rate Necessary for Comprehension: A Potential Criterion for Curriculum-Based Assessments

Cited by 19 publications

References 22 publications

The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

Beyond word recognition, fluency, and vocabulary: The influence of reasoning on reading comprehension

Relationship of reading fluency assessment data with state accountability test scores: A longitudinal comparison of grade levels

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