Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers
- 15 February 2011
- journal article
- research article
- Published by Taylor & Francis Ltd in Scientific Studies of Reading
- Vol. 15 (4), 338-362
- https://doi.org/10.1080/10888438.2010.493964
Abstract
The present study examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models (SEM) with latent variables using data from 316 first-grade students, (1) silent and oral reading fluency were found to be related yet distinct forms of reading fluency; (2) silent reading fluency predicted reading comprehension better for skilled readers than for average readers; (3) list reading fluency predicted reading comprehension better for average readers than for skilled readers; and (4) listening comprehension predicted reading comprehension better for skilled readers than for average readers.Keywords
This publication has 30 references indexed in Scilit:
- Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.Journal of Educational Psychology, 2010
- The Complex Nature of Reading Fluency: A Multidimensional ViewReading & Writing Quarterly, 2008
- Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading DisabilitiesJournal of Learning Disabilities, 2008
- Reconsidering Silent Sustained Reading: An Exploratory Study of Scaffolded Silent ReadingThe Journal of Educational Research, 2008
- Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral ComprehensionScientific Studies of Reading, 2008
- Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is MeasuredScientific Studies of Reading, 2006
- Sources of Individual Differences in Reading Comprehension and Reading Fluency.Journal of Educational Psychology, 2003
- Oral language and code-related precursors to reading: Evidence from a longitudinal structural model.Developmental Psychology, 2002
- Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternativesStructural Equation Modeling: A Multidisciplinary Journal, 1999
- Development of word identification speed in skilled and less skilled beginning readers.Journal of Educational Psychology, 1983