The Relation of Word Reading Fluency Initial Level and Gains With Reading Outcomes

The purpose of this research brief is to present results from a study investigating the relation between word reading fluency (both initial level and fall-winter gain scores), passage reading fluency, and reading comprehension. Word reading fluency data were collected in the fall and winter; outcome...

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Bibliographic Details
Published in:School psychology review 2014-03, Vol.43 (1), p.30-40
Main Authors: Smith, Jean Louise M., Cummings, Kelli D., Nese, Joseph F. T., Alonzo, Julie, Fien, Hank, Baker, Scott K.
Format: Article
Language:English
Subjects:
Achievement Gains
Achievement Tests
Correlation
Early Reading
Elementary School Students
Foreign language learning
Grade 1
Grade 2
Measurement
Multiple Regression Analysis
Reading Achievement
Reading Comprehension
Reading Fluency
Reading Skills
Reading Tests
School districts
Skills
Standardized Tests
Statistical Analysis
Students
Studies
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Summary:The purpose of this research brief is to present results from a study investigating the relation between word reading fluency (both initial level and fall-winter gain scores), passage reading fluency, and reading comprehension. Word reading fluency data were collected in the fall and winter; outcome measures were administered in the spring of Grade 1 (N = 150 students). We found that both initial level and gains on the word reading fluency measure predicted important reading outcomes in Grade 1 and that the impact of gains was attenuated for students with strong initial skills. These findings are consistent with previous research on fluency-based measures of early reading skill.
ISSN:2372-966X
0279-6015
2372-966X
DOI:10.1080/02796015.2014.12087452