Improvement in Reading Rate Under Independent and Difficult Text Levels: Influences on Word and Comprehension Skills

Journal of Educational Psychology

Volumn 102, Issue 1, 2010, Pages 1-19

  O'Connor, Rollanda E ^a   Swanson, H Lee ^a   Geraghty, Cathleen ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

comprehension; fluency; poor readers; reading rate; vocabulary

Indexed keywords

EID: 77249104029     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0017488     Document Type: Article

References (74)

1. Allington R.L. Fluency: The neglected reading goal. The Reading Teacher 36 (1983) 556-561
2. Anderson R.C., Wilson P.T., and Fielding L.G. Growth in reading and how children spend their time outside of school. Reading Research Quarterly 23 (1988) 285-303
3. Baker S., Simmons D., and Kame'enui E. Vocabulary acquisition: Synthesis of the research (Technical Report No. 13) (1995), University of Oregon, National Center to Improve the Tools of Educators, Eugene, OR
4. Bakken J.P., and Whedon C.K. Teaching text structure to improve reading comprehension. Intervention in School and Clinic 37 (2002) 229-233
5. Baumann J.F., Edwards E.C., Boland E.M., Olejnik S., and Kame'enui E.J. Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students' ability to derive and infer word meanings. American Educational Research Journal 40 (2003) 447-494
6. Bayliss D.M., Jarrold C., Baddeley A.D., and Leigh E. Differential constraints on the working memory and reading abilities of individuals with learning difficulties and typically developing children. Journal of Experimental Child Psychology 92 (2005) 76-99
7. Beck I., Perfetti C., and McKeown M. The effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology 74 (1982) 506-521
8. Biemiller A. Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction. In: Hiebert A., and Kamil M. (Eds). Teaching and learning vocabulary: Bringing research to practice (2005), Erlbaum, Mahwah, NJ 223-242
9. Biemiller A., and Boote C. An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology 98 (2006) 44-62
10. Bos C., and Anders P. Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior-high learning disabled students. Learning Disability Quarterly 13 (1990) 31-42
11. Bryk A.S., and Raudenbush S.W. Hierarchical linear models: Applications and data analysis methods (1992), Sage, London, England
12. Carver R.P. Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text: Implications for instruction. Journal of Reading Behavior 26 (1994) 413-437
13. Compton D.L., Appleton A., and Hosp M.K. Exploring the relationship between text-leveling systems and reading accuracy and fluency in second-grade students who are average and poor decoders. Learning Disabilities Research and Practice 19 (2004) 176-184
14. Coyne M., Kame'enui E., Simmons D., and Harn B. Beginning reading intervention as inoculation or insulin: First grade reading performance of strong responders to kindergarten intervention. Journal of Learning Disabilities 37 (2004) 90-106
15. Cramer K., and Rosenfield S. Effect of degree of challenge on reading performance. Reading & Writing Quarterly: Overcoming Learning Difficulties 24 (2008) 119-137
16. Crawford L., Tindal G., and Stiever S. Using oral reading rate to predict student performance on statewide achievement tests. Educational Assessment 7 (2001) 303-323
17. Daane M.C., Campbell J.R., Grigg W.S., Goodman W.J., and Orange A. Fourth-grade students reading aloud: NAEP 2002 Special Study of oral reading (NCES 2006-469) (2005), U.S. Department of Education, National Center for Education Statistics, Washington, DC
18. Deno S. Curriculum-based measurement: The emerging alternative. Exceptional Children 52 (1985) 219-232
19. Deno S., Fuchs L.S., Marston D., and Shin J. Using curriculum-based measurement to establish growth standards for students with learning disabilities. School Psychology Review 30 (2001) 507-524
20. Denton C., Wexler J., Vaughn S., and Bryan D. Intervention provided to linguistically diverse middle school students with severe reading difficulties. Learning Disabilities Research & Practice 23 (2008) 79-89
21. Dowhower S.L. Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly 22 (1987) 389-406
22. Dunn L.M., Dunn L.M., and Dunn D.M. The Peabody Picture Vocabulary Test. 3rd ed. (1997), American Guidance Services, Inc, Circle Pines, MN
23. Ehri L. Reconceptualizing the development of sight word reading and its relationship to recoding. In: Gough P., Ehri L., and Treiman R. (Eds). Reading acquisition (1992), Erlbaum, Hillsdale, NJ
24. Elley W.B. Vocabulary acquisition from listening to stories. Reading Research Quarterly 24 (1989) 174-186
25. Fleischer L.S., Jenkins J.R., and Pany D. Effects on poor readers' comprehension of training in rapid decoding. Reading Research Quarterly 14 (1979) 30-48
26. Fuchs L.S., Fuchs D., Hosp M.K., and Jenkins J.R. Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading 5 (2001) 239-256
27. Graves A.W. Effects of direct instruction and metacognition training on finding main ideas. Learning Disabilities Research 1 (1986) 90-100
28. Henriksen B. Three dimensions of vocabulary development. Studies in Second Language Acquisition 21 (1999) 303-317
29. Herman P.A. The effect of repeated readings on reading rate, speech pauses, and word recognition accuracy. Reading Research Quarterly 20 (1985) 553-565
30. Hiebert E.H., and Fisher C.W. The critical word factor in texts for beginning readers. Journal of Educational Research 101 (2007) 3-11
31. Jenkins J.R., Fuchs L.S., van den Broek P., Espin C., and Deno S. Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology 95 (2003) 719-729
32. Keenan J.M., Betjemann R.S., and Olson R.K. Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading 12 (2008) 281-300
33. Kuhn M.R., Schwanenflugel P.J., Morris R.D., Morrow L.M., Woo D.G., Meisinger E.B., and Stahl S.A. Teaching children to become fluent and automatic readers. Journal of Literacy Research 38 (2006) 357-387
34. Kuhn M.R., and Stahl S.A. Fluency: A review of developmental and remedial practices. Journal of Educational Psychology 95 (2003) 3-21
35. LaBerge D., and Samuels J. Toward a theory of automatic information processing in reading. Cognitive Psychology 6 (1974) 293-323
36. Logan G.D. Automaticity and reading: Perspectives from the instance theory of automatization. Reading and Writing Quarterly 13 (1997) 123-146
37. Lovett M.W., and Steinbach K.A. The effectiveness of remedial programs for reading disabled children of different ages: Does the benefit decrease for older children?. Learning Disabilities Quarterly 20 (1997) 189-210
38. Lovett M.W., Steinbach K.A., and Frijiters J.C. Remediating the core deficits of developmental reading disability. A double-deficit perspective. Journal of Learning Disabilities 33 (2000) 334-358
39. Markell M.A., and Deno S.L. Effects of increasing oral reading: Generalization across reading tasks. Journal of Special Education 31 (1997) 233-250
40. Marsten, D. (2008, June). Responsiveness to intervention. Presentation at the annual conference of the Institute for Education Sciences, Washington, DC.
41. Mathes P., and Fuchs L.S. Peer-mediated reading instruction in special education resource rooms. Learning Disabilities Research & Practice 8 (1993) 233-242
42. McKeown M. The acquisition of word meaning from context by children of high and low ability. Reading Research Quarterly 20 (1985) 482-496
43. McKeown M., Beck I., Omanson R., and Pople M. Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly 20 (1985) 522-535
44. Nagy W.E., Anderson R., and Herman P. Learning word meanings from context during normal reading. American Educational Research Journal 24 (1987) 237-270
45. National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (2000), National Institute of Child Health and Human Development, Washington, DC
46. National Research Council. Preventing reading difficulties in young children (1998), National Academy Press, Washington, DC
47. O'Connor R.E., Bell K.M., Harty K.R., Larkin L.K., Sackor S., and Zigmond N. Teaching reading to poor readers in the intermediate grades: A comparison of text difficulty. Journal of Educational Psychology 94 (2002) 474-485
48. O'Connor R.E., White A., and Swanson H.L. Repeated reading versus continuous reading: Influences on reading fluency and comprehension. Exceptional Children 74 (2007) 31-46
49. O'Shea L.J., Sindelar P.T., and O'Shea D.J. The effects of repeated reading and attentional cues on reading fluency and comprehension. Journal of Reading Behavior 17 (1985) 129-142
50. Perfetti C.A. Reading ability (1985), Oxford University Press, New York, NY
51. Pinnel G.S., Pikulski J.J., Wixson K.K., Campbell J.R., Gough P.B., and Beatty A.S. Listening to children read aloud (1995), U.S. Department of Education, Office of Educational Research and Improvement, Washington, DC
52. Rack J.P., Snowling M.J., and Olson R.K. The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly 27 (1992) 29-53
53. Rashotte C.A., and Torgesen J.K. Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly 20 (1985) 180-188
54. Reutzel D.R., and Hollingsworth P.M. Effects of fluency training on second graders' reading comprehension. Journal of Educational Research 86 (1993) 325-331
55. Sénéchal M. The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary. Journal of Child Language 24 (1997) 123-138
56. Scott J.A., and Nagy W.E. Developing word consciousness. In: Baumann J.F., and Kame'enui E.J. (Eds). Vocabulary instruction: Research to practice (2004), Guilford Press, New York, NY 201-217
57. Shany M.T., and Biemiller A. Assisted reading practice: Effects on performance for poor readers in Grades 3 and 4. Reading Research Quarterly 30 (1995) 382-395
58. Share D.L., and Stanovich K.E. Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education 1 (1995) 1-57
59. Sindelar P.T., Monda L.E., and O'Shea L.J. Effects of repeated readings on instructional- and master-level readers. Journal of Educational Research 83 (1990) 220-226
60. Singer J.D. Fitting individual growth models using SAS PROC MIXED. In: Moskowitz, and Hersberger S. (Eds). Modeling intraindividual variability with repeated measures data: Methods and applications (2002), Erlbaum, Mahwah, NJ 135-170
61. Snijders T.A., and Bosker R.J. Multilevel analysis (1999), Sage, Thousand Oaks, CA
62. Speece D.L., and Ritchey K.D. A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities 38 (2005) 387-399
63. Stahl S., and Fairbanks. The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research 5 (1986) 72-110
64. Stanovich K.E. Progress in understanding reading: Scientific foundations and new frontiers (2000), Guilford Press, New York, NY
65. Stevenson R.L. Treasure island (2005), Barnes & Noble Classics, New York, NY (Original work published 1883)
66. Thurlow R., and van den Broek P. Automaticity and inference generation during reading comprehension. Reading & Writing Quarterly: Overcoming Learning Difficulties 13 (1997) 165-181
67. Torgesen J.K., Alexander A., Wagner R.K., Rashotte C.A., Voeller K., and Conway T. Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities 34 (2001) 33-58
68. Torgesen J.K., Wagner R.K., and Rashotte C.A. The prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading 1 (1997) 217-234
69. Vellutino F.R., Scanlon D.M., Sipay E.R., Small S.G., Pratt A., Chen R., and Denckla M.B. Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early identification as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology 88 (1996) 601-638
70. Wiederholt J., and Bryant B. Gray Oral Reading Tests. 4th ed. (2001), Pro-Ed, Austin, TX
71. Williams J. Instruction in reading comprehension for primary-grade students: A focus on text structure. Journal of Special Education 39 (2005) 6-18
72. Woodcock R. Woodcock Reading Mastery Test-Revised/Normative Update (1998), American Guidance Service, Circle Pines, MN
73. Woods M.L., and Moe A.J. Analytical Reading Inventory. 4th ed. (1989), Merrill/Macmillan, New York, NY
74. Young A.R., Bowers P.G., and MacKinnon G.E. Effects of prosodic modeling and repeated reading on poor readers' fluency and comprehension. Applied Psycholinguistics 17 (1996) 59-84