Reading Fluency

Rasinski, Timothy V.; Reutzel, D. Ray; Chard, David J.; Linan‐Thompson, Sylvia

doi:10.4324/9780203840412.ch13

Cited by 66 publications

(100 citation statements)

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“…visual and verbal), and that conjoint processing of the splits of information between modalities enhances students' recall and comprehension (Mousavi, Low, & Sweller, 1995). Multiple studies conducted among a variety of students all concluded that there was a positive relationship between increased fluency and increased reading comprehension (Chard, Vaughn, & Tyler, 2002;Kuhn & Stahl, 2003, 2004National Reading Panel, 2000;Rasinski & Hoffman, 2003;Rasinski, Reutzel, Chard, & Limon-Thompson, 2011;Therrien, 2004). Researchers have suggested that, when fluency is improved, students are able to focus more cognitive resources on understanding the material (LaBerge & Samuels, 1974).…”

Section: Discussionmentioning

confidence: 99%

The Effects of Multisensory-Based Instruction Combined with Brain-Compatible Environment Techniques on Reading Fluency and Reading Comprehension of Fourth-Grade Students with Dyslexia/Učinci poučavanja utemeljenog na višeosjetilnosti i tehnikama okoline p

Soliman¹,

Al-Madani²

2017

Croatian Journal of Education

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Section: Discussionmentioning

confidence: 99%

The Effects of Multisensory-Based Instruction Combined with Brain-Compatible Environment Techniques on Reading Fluency and Reading Comprehension of Fourth-Grade Students with Dyslexia/Učinci poučavanja utemeljenog na višeosjetilnosti i tehnikama okoline p

Soliman¹,

Al-Madani²

2017

Croatian Journal of Education

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“…Prosody, in the current study, refers to reading connected texts smoothly and expressively by which children show that they comprehend what they read orally (Baker & Valencia, 2012;Miller & Schwanenflugel, 2008;Rasinski, 2004;McKenna & Stahi, 2003). Fluent students read with accurate prosody, and this can be judged by observing students while they read orally according to certain rubrics.…”

Section: Prosodymentioning

confidence: 99%

“…A review of the literature suggests that oral reading fluency (ORF) refers to reading text quickly, accurately, with good prosody, and with comprehension (e.g., Abdelbari, 2011;Hasbrouck & Tindal, 2006;Hudson, Lane, & Pullen, 2005;Hudson, Pullen, Lane, & Torgesen, 2008;Hussien, 2011;Kuhn, Schwanenflugel, & Meisineger, 2010;McKenna, 2002;McKenna & Stahi, 2003;McShane, 2005;Pikulski & Chard, 2005;Rasinski, 2004;Valencia et al, 2010). Previous research, usually in English, provides considerable knowledge about oral reading accuracy, oral reading rate and prosody as indicating variables in ORF.…”

Section: Introductionmentioning

confidence: 99%

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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“…It has been long established that phonological awareness coupled with reading practice leads to automaticity at the word and phrase level which allows the reader to focus on text comprehension (LaBerge & Samuels, 1974;McCormick & Samuels, 1979;Perfetti & Hogaboam, 1975). While fluency with text is a necessary condition for full comprehension, it is not altogether sufficient for adequate reading comprehension (Rasinski, Reutzel, Chard, & Linan-Thompson, 2011). This suggests that while disfluent readers may not comprehend some of what they read, students who are fluent readers are more likely to read with adequate comprehension.…”

Section: Theoretical Framework For Building Literacy Skillsmentioning

confidence: 98%

Literacy Acquisition in Indian Students: A Descriptive Study of Reading Achievement in One English Medium School

Paige¹,

Spagnoli²,

Wood³

2013

WJE

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This study investigates the literacy skills of 193 students across grades three, five, seven, and nine in one private English medium school in Kerala, India. Students were assessed on their ability to read phonologically regular and irregular words, fluency with grade-level text, vocabulary knowledge, and comprehension skill. Results showed that students across all grade levels possessed the ability to apply phonological decoding skills that were equivalent to the 80th percentile for native English speakers while sightword recognition skills were commensurate with the 58th percentile. Oral reading fluency skills were assessed using grade-level narrative passages and average attainment ranged between the 50th and 70th percentiles. Vocabulary knowledge was found to decline consistently from 3rd through 9th grade, with percentiles dropping from the 25th to 8th percentile respectively. Text comprehension was similarly low with attainment averaging at the 16th percentile for all four grades. Implications for instruction are discussed.

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Reading Fluency

Cited by 66 publications

References 0 publications

The Effects of Multisensory-Based Instruction Combined with Brain-Compatible Environment Techniques on Reading Fluency and Reading Comprehension of Fourth-Grade Students with Dyslexia/Učinci poučavanja utemeljenog na višeosjetilnosti i tehnikama okoline p

The Effects of Multisensory-Based Instruction Combined with Brain-Compatible Environment Techniques on Reading Fluency and Reading Comprehension of Fourth-Grade Students with Dyslexia/Učinci poučavanja utemeljenog na višeosjetilnosti i tehnikama okoline p

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

Literacy Acquisition in Indian Students: A Descriptive Study of Reading Achievement in One English Medium School

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