Publication Cover
Reading & Writing Quarterly
Overcoming Learning Difficulties
Volume 35, 2019 - Issue 3
2,668
Views
9
CrossRef citations to date
0
Altmetric
Articles

The Contributions of Reading Fluency and Decoding to Reading Comprehension for Struggling Readers in Fourth Grade

&

References

  • Acosta, L. M. E., & Ferri, M. M. (2010). Reading strategies to develop higher thinking skills for reading comprehension. Profile: Issues in Teachers’ Professional Development, 12, 107–123.
  • Berkeley, S., & Riccomini, P. J. (2013). QRAC-the-Code: A comprehension monitoring strategy for middle school social studies textbooks. Journal of Learning Disabilities, 46(2), 154–165. doi:10.1177/0022219411409412
  • Berninger, V. W., Abbott, R. D., Trivedi, P., Olson, E., Gould, L., Hiramatsu, S., … York Westhaggen, S. (2010). Applying the multiple dimensions of reading fluency to assessment and instruction. Journal of Psychoeducational Assessment, 28(1), 3–18. doi:10.1177/0734282909336083
  • Bowyer-Crane, C., & Snowling, M. J. (2005). Assessing children’s inference generation: What do tests of reading comprehension measure?. British Journal of Educational Psychology, 75(2), 189–201. doi:10.1348/000709904X22674
  • Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E. (2001). Comprehension skill, inference making ability and their relation to knowledge. Memory and Cognition, 29(6), 850–859. doi:10.3758/BF03196414
  • Catts, H. W., Compton, D., Tomblin, J. B., & Bridges, M. S. (2012). Prevalence and nature of late-emerging poor readers. Journal of Educational Psychology, 104(1), 166–181. doi:10.1037/a0025323
  • Chall, J. S., & Jacobs, V. A. (2003). Poor children’s fourth-grade slump. American Educator, 27, 14–17.
  • Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10(3), 277–299. doi:10.1207/s1532799xssr1003_5
  • Falvo, M. J., & Earhart, G. M. (2009). Six-minute walk distance in persons with Parkinson disease: A hierarchical regression model. Archives of Physical Medicine Rehabilitation, 90(6), 1004–1008. doi:10.1016/j.apmr.2008.12.018
  • Firmender, J. M., Reis, S. M., & Sweeny, S. M. (2013). Reading comprehension and fluency levels ranges across diverse classrooms: The need for differentiated reading instruction and content. Gifted Child Quarterly, 57(1), 3–14. doi:10.1177/0016986212460084
  • Francis, D. J., Fletcher, J. M., Catts, H. W., & Tomblin, J. B. (2005). Dimensions affecting the assessment of reading comprehension. In S. Paris & S. Stahl (Eds.), Center for Improvement of Early Reading Achievement (CIERA). Children’s reading comprehension and assessment (pp. 369–394). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239–256. doi:10.1207/S1532799XSSR0503_3
  • García, J. R., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the Relationship in English. Review of Educational Research, 84, 74–111. doi:10.3102/0034654313499616
  • Garson, G. D. (2014). Multiple regression. Asheboro, NC: Statistical Associates Publishers.
  • Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. doi:10.1177/074193258600700104
  • Harris, T. L., & Hodges, R. E. (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association.
  • Joshi, R. M., & Aaron, P. G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21, 85–97. doi:10.1080/02702710050084428
  • Katz, L., Brancazio, L., Irwin, J., Katz, S., Magnuson, J., & Whalen, D. (2012). What lexical decision and naming tell us about reading. Reading and Writing, 25(6), 1259–1282. doi:10.1007/s11145-011-9316-9
  • Katzir, T., Kim, Y., Wolf, M., Kennedy, B., Lovett, M., & Morris, R. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. doi:10.1007/s11145-006-9013-2
  • Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12(3), 281–300. doi:10.1080/10888430802132279
  • Keenan, J. M., & Meenan, C. E. (2014). Test differences in diagnosing reading comprehension deficits. Journal of Learning Disabilities, 47(2), 125–135. doi:10.1177/0022219412439326
  • Kim, Y.-S., Wagner, R. K., & Foster, E. (2011). Relations among oral reading fluency, silent reading fluency, and reading comprehension: A latent variable study of first grade readers. Scientific Studies of Reading, 15(4), 338–362. doi:10.1080/10888438.2010.493964
  • Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310–321. doi:10.1037/0022-0663.100.2.310
  • Lai, S. A., Benjamin, R., Schwanenflugel, P. J., & Kuhn, M. R. (2014). The longitudinal relationship between reading fluency and reading comprehension skills in second grade children. Reading & Writing Quarterly, 30(2), 116–138. doi:10.1080/10573569.2013.789785
  • Leach, J. M., Scarborough, H. S., & Rescorla, L. (2003). Late-emerging reading disabilities. Journal of Educational Psychology, 95(2), 211–224. doi:10.1037/0022-0663.95.2.211
  • MacGinitie, W. H., MacGinitie, R. K., Maria, K., & Dreyer, L. G. (2000). Gates-MacGinitie reading tests (4th ed.). Itasca, IL: Riverside.
  • Nation, K., & Snowling, M. (1997). Assessing reading difficulties: The validity and utility of current measures of reading skill. British Journal of Educational Psychology, 67(3), 359–370. doi:10.1111/j.2044-8279.1997.tb01250.x
  • National Reading Panel. (2000). Report of the national reading panel—teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: National Institute of Child Health and Human Development.
  • O’Connor, R. E. (2018). Reading fluency and students with reading disabilities: How fast is fast enough to promote reading comprehension? Journal of Learning Disabilities, 51(2), 124–136. doi:10.1177/0022219417691835
  • Pey, K. C., Min, L. H., & Wah, L. L. (2014). Relationship between oral reading fluency and reading comprehension among ESL students. GEMA Online Journal of Language Studies, 14(03), 19–32. doi:10.17576/GEMA-2014-1403-02
  • Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510–519. doi:10.1598/RT.58.6.2
  • Reed, D. H., & Vaughn, S. (2012). Retell as an indicator of reading comprehension. Scientific Studies of Reading, 16(3), 187–217. doi:10.1080/10888438.2010.538780
  • Schrank, F. A., McGrew, K. S., & Woodcock, R. W. (2001). Technical abstract (Assessment service bulletin No. 2). Itasca, IL: Riverside.
  • Schwanenflugel, P. J., Meisinger, E. B., Wisenbaker, J. M., Kuhn, M. R., Strauss, G. P., & Morris, R. D. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41(4), 496–522. doi:10.1598/RRQ.41.4.4
  • Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57(11), 1301–1309. doi:10.1016/j.biopsych.2005.01.043
  • Shaywitz, S. E., & Shaywitz, B. A. (2008). Paying attention to reading: The neurobiology of reading and dyslexia. Development and Psychopathology, 20(04), 1329–1349. doi:10.1017/S0954579408000631
  • Silberglitt, B., Burns, M. K., Madyun, N. H., & Lail, K. E. (2006). Relationship of reading fluency assessment data with state accountability test scores: A longitudinal comparison of grade levels. Psychology in the Schools, 43(5), 527–535. doi:10.1002/pits.20175
  • Spear-Swerling, L. (2004). Fourth graders’ performance on a state-mandated assessment involving two different measures of reading comprehension. Reading Psychology, 25(2), 121–148. doi:10.1080/02702710490435727
  • Speece, D. L., Ritchey, K. D., Silverman, R., Schatschneider, C., Walker, C. Y., & Andrusik, K. N. (2010). Identifying children in middle childhood who are at risk for reading problems. School Psychology Review, 39, 258–276.
  • Swanson, E., Barnes, M., Fall, A.-M., & Roberts, G. (2018). Predictors of reading comprehension among struggling readers who exhibit differing levels of inattention and hyperactivity. Reading & Writing Quarterly, 34(2), 132–146. doi:10.1080/10573569.2017.1359712
  • Torgesen, J. K. (2005). Remedial interventions for students with dyslexia: National goals and current accomplishments. In S. Richardson & J. Gilger (Eds.), Research-based education and intervention: What we need to know (pp. 103–124). Boston: International Dyslexia Association.
  • Torgesen, J. K., & Hudson, R. F. (2006). Reading fluency: Critical issues for struggling readers. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 130–158). Newark, DE: International Reading Association.
  • Torgesen, J. K., Wagner, R., & Rashotte, C. (1999). TOWRE–2 test of word reading efficiency. Austin, TX: Pro-Ed.
  • Toste, J. R., & Ciullo, S. (2017). Reading and writing instruction in the upper elementary grades. Intervention in School and Clinic, 52(5), 259–261. doi:10.1177/1053451216676835
  • Vaughn, S., Wanzek, J., Wexler, J., Barth, A., Cirino, P. T., Fletcher, J., … Francis, D. (2010). The relative effects of group size on reading progress of older students with reading difficulties. Reading and Writing, 23(8), 931–956. doi:10.1007/s11145-009-9183-9
  • Wagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A. (2009). TOSREC: Test of sentence reading efficiency and comprehension. Austin, TX: Pro-Ed.
  • Walczyk, J. J., & Griffith-Ross, D. A. (2007). How important is reading skill fluency for comprehension? The Reading Teacher, 60(6), 560–569. doi:10.1598/RT.60.6.6
  • Wang, Y.-H. (2016). Reading strategy use and comprehension performance of more successful and less successful readers: A think-aloud study. Educational Sciences: Theory & Practice, 16(5), 1789–1813. doi:10.12738/estp.2016.5.0116
  • Wanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. (2010). Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research. Reading and Writing, 23(8), 889–912. doi:10.1007/s11145-009-9179-5
  • Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson tests of achievement. Itasca, IL: Riverside.
  • Woolley, G. (2011). Reading comprehension: Assisting children with learning difficulties. New York, NY: Springer.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.