Is oral/text reading fluency a "bridge" to reading comprehension?

Reading and Writing

Volumn 27, Issue 1, 2014, Pages 79-99

  Kim, Young Suk ^a   Park, Chea Hyeong ^b   Wagner, Richard K ^a  

^a FLORIDA STATE UNIVERSITY   (United States)

^b Busan National University of Education   (South Korea)

Author keywords

Developmental model; Korean; Listening comprehension; Oral text reading fluency; Reading comprehension; Transparent orthography

Indexed keywords

EID: 84891660059     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-013-9434-7     Document Type: Article

References (77)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Adlof, S. M., Catts, H. W., & Little, T. D. (2006). Should the simple view of reading include a fluency component? Reading and Writing: An Interdisciplinary Journal, 19, 933-958.
3. Aro, M., & Wimmer, H. (2003). Learning to read: English in comparison to six more regular orthographies. Applied Psycholinguistics, 24, 621-635.
4. Biemiller, A. (1977-1978). Relationship between oral reading rates for letters, words, and simple text in the development of reading achievement. Reading Research Quarterly, 13, 223-253.
5. Breznitz, Z. (1997). The effect of accelerated reading rate on memory for text among dyslexic readers. Journal of Educational Psychology, 89, 287-299.
6. Breznitz, Z. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ: Lawrence Erlbaum Associates.
7. Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Press.
8. Carrow-Woolfolk, E. (1995). Oral and written language scales. Bloomington, MN: Pearson Assessment.
9. Carrow-Woolfolk, E. (1999). Comprehensive assessment of spoken language. Bloomington, MN: Pearson Assessment.
10. Cohen-Mimran, R. (2009). The contribution of language skills to reading fluency: A comparison of two orthographies for Hebrew. Journal of Child Language, 36, 657-672.
11. Chard, D. J., Pikulski, J. J., & McDonagh, S. H. (2006). Fluency: The link between decoding and comprehension for struggling readers. In T. Rasinski, C. Blanchowicz, & K. Lems (Eds.), Fluency instruction: Research-based best practices (pp. 39-61). New York: Guilford Press.
12. Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language and Hearing Research, 48, 1378-1396.
13. Catts, H. W., Petscher, Y., Schatschneider, C., Bridges, M. S., & Mendoza, K. (2009). Floor effects associated with universal screening and their impact on the early identification of reading disabilities. Journal of Learning Disabilities, 42, 163-176. doi: 10. 1177/0022219408326219.
14. Daane, M. C., Campbell, J. R., Grigg, W. S., Goodman, M. J., & Oranje, A. (2005). Fourth-grade students reading aloud: NAEP 2002 special study of oral reading (NCES 2006-469). US Department of Education. Institute of Education Sciences, National Center for Education Statistics. Washington, DC: Government Printing Office.
15. de Jong, P. F., & van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450-476.
16. de Jong, P. F., & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95, 22-40.
17. Ehri, L. C. (2002). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp & P. Tomlinson (Eds.) Learning and teaching reading. London: British Journal of Educational Psychology Monograph Series II.
18. 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, 239-256.
19. Francis, D. J., Fletcher, J. M., Catts, H., & Tomblin, J. B. (2005). Dimensions the assessment of reading comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children's reading comprehension and assessment (pp. 369-394). Mahwah, NJ: Erlbaum.
20. Harn, B. A., Stoolmiller, M., & Chard, D. J. (2008). Measuring the dimensions of alphabetic principle on the reading development of first graders: The role of automaticity and unitization. Journal of Learning Disabilities, 41, 143-157.
21. Hiebert, E. H., & Reutzel, D. R. (Eds.). (2010). Revisiting silent reading: New directions for teachers and researchers. Newark, DE: International Reading Association.
22. Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
23. Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
24. Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2009). The complex nature of reading fluency: A multidimensional view. Reading and Writing Quarterly, 25, 4-32.
25. Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing: An Interdisciplinary Journal, 25, 483-507.
26. Huemer, S., Landerl, K., Aro, M., & Lyytinen, H. (2008). Training reading fluency among poor readers of German: Many ways to the goal. Annals of Dyslexia, 58, 115-137.
27. Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719-729.
28. Johnston, T. C., & Kirby, J. R. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing: An Interdisciplinary Journal, 19, 339-361.
29. 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.
30. Joshi, R. M., Tao, S., Aaron, P. G., & Quiroz, G. (2012). Cognitive component of componential model of reading applied to different orthographies. Journal of Learning Disabilities, 45, 480-486.
31. Kim, Y.-S. (2007). Phonological awareness and literacy skills in Korean: An examination of the unique role of body-coda units. Applied Psycholinguistics, 28, 67-93.
32. Kim, Y.-S. (2009). The relationship between family literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children. Reading and Writing: An Interdisciplinary Journal, 22, 57-85.
33. Kim, Y.-S. (2010). Componential skills of spelling in Korean. Scientific Studies of Reading, 14, 137-158.
34. Kim, Y.-S. (2011a). Proximal and distal predictors of reading comprehension: Evidence from young Korean readers. Scientific Studies of Reading, 15(2), 167-190.
35. Kim, Y.-S. (2011b). Considering linguistic and orthographic features in early literacy acquisition: Evidence from Korean. Contemporary Educational Psychology, 36, 177-189.
36. Kim, Y.-S., & Park, C. (2012). Relations among listening comprehension, list reading fluency, oral reading fluency, and reading comprehension in Korean. Paper presented at the Society for Scientific Studies of Reading, Montreal, Canada.
37. Kim, Y.-S., & Petscher, Y. (2013). Language general and specific factors in letter acquisition: Considering child and letter characteristics in Korean. Reading and Writing: An Interdisciplinary Journal, 26, 263-292.
38. Kim, Y.-S., Wagner, R. K., & Foster, L. (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.
39. Kim, Y.-S., Radach, R., & Vorstius, C. (2012a). Eye movements and parafoveal processing during reading in Korean. Reading and Writing: An Interdisciplinary Journal, 25, 1053-1078.
40. Kim, Y.-S., Wagner, R., & Lopez, D. (2012b). Developmental relations between reading fluency and reading comprehension: A longitudinal study from grade one to two. Journal of Experimental Child Psychology, 113, 93-111.
41. Kim, Y.-S., Petscher, Y., Foorman, B. & Zhou, C. (2010). The contributions of phonological awareness and letter-name knowledge to letter sound acquisition-A cross-classified multilevel model approach. Journal of Educational Psychology, 102, 313-326.
42. Kirby, J. R., Georgiou, G. K., Martinussen, R., & Parrila, R. (2010). Naming speed and reading: From prediction to instruction. Reading Research Quarterly, 45, 341-362.
43. Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100, 310-321.
44. Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford.
45. Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45, 232-253.
46. Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95, 3-21.
47. Logan, G. D. (1988). Toward an insurance theory of automatization. Psychological Review, 95, 492-527.
48. Logan, G. D. (1997). Automaticity and reading: Perspectives from the insurance theory of automatization. Reading and Writing Quarterly: Overcoming Learning Difficulties, 13, 123-146.
49. LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 62, 293-323.
50. Lee, I., & Ramsey, R. (2000). The Korean language. Albany, NY: State University of New York Press.
51. Muthén, L. K., & Muthén, B. O. (2006). Mplus. Los Angeles: Muthén and Muthén.
52. Mancilla-Martinez, J., Kieffer, M. J., Biancarosa, G., Christodoulou, J. A., & Snow, C. E. (2011). Investigating English reading comprehension growth in adolescent language minority learners: Some insights from the simple view. Reading and Writing: An Interdisciplinary Journal, 24, 339-354. doi: 10. 1007/s11145-009-9215-5.
53. Morfidi, E., van der Leij, A., de Jong, P., Scheltinga, F., & Bekebrede, J. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing: An Interdisciplinary Journal, 20, 753-784. doi: 10. 1007/s11145-006-9035-9.
54. National Institute of Child Health and Human Development. (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 (NIH Publication No. 00-4769). Washington, DC: U. S. Government Printing Office.
55. Perfetti, C. A. (1985). Reading ability. New York, NY: Oxford University Press.
56. Pikulski, J. J., & Chard, D. J. (2005). Bridge between decoding and reading comprehension. The Reading Teacher, 58, 510-519.
57. Posner, M. I., & Snyder, C. R. R. (1975). Attention and cognitive control. In R. L. Solso (Ed.), Information processing and cognition: The Loyola symposium (pp. 55-85). Hillsdale, NJ: Erlbaum.
58. Primor, L., Pierce, M. E., & Katzir, T. (2011). Predicting reading comprehension of narrative and expository texts among Hebrew-speaking with and without a reading disability. Annals of Dyslexia, 61, 242-268.
59. Rasinski, T. (2004). Creating fluency readers. Educational Leadership, 61, 46-51.
60. Ridel, B. W. (2007). The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students. Reading Research Quarterly, 42, 546-567.
61. Roehrig, A. D., Petscher, Y., Nettles, S. M., Hudson, R. F., & Torgesen, J. K. (2008). Not just speed reading: Accuracy of the DIBELS oral reading fluency measure for predicting high-stakes third grade reading comprehension outcomes. Journal of School Psychology, 46, 343-366.
62. Samuels, S. J. (2006). Toward a model of reading fluency. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 24-46). Newark, DE: International Reading Association.
63. Savage, R. (2006). Reading comprehension is not always the product of nonsense-word decoding and linguistic comprehension: Evidence from teenagers who are extremely poor readers. Scientific Studies of Reading, 10, 143-164.
64. Sohn, H.-M. (1999). The Korean Language. New York, NY: Cambridge University Press.
65. Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
66. Schilling, S. G., Carlisle, J. F., Scott, S. E., & Zeng, J. (2007). Are fluency measures accurate predictors of reading achievement? Elementary School Journal, 107, 429-448. doi: 10. 1086/518622.
67. Schwanenfulgel, P. J., Meisinger, E. B., Wisenbaker, J. M., Kuhn, M. R., Strauss, G. P., & Morris, R. D. (2006). Becoming a fluent and automatic readers in the early elementary school years. Reading Research Quarterly, 41, 496-522.
68. Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.
69. Share, D. L. (2008). On the anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. Psychological Bulletin, 134, 584-615.
70. Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.
71. Thompson, M. S., & Green, S. B. (2006). Evaluating between-group differences in latent variable means. In G. R. Hancock & R. O. Mueller (Eds.), A second course in structural equation modeling (pp. 119-169). Greenwich, CT: Information Age Publishing, Inc.
72. Vadasy, P. F., & Sanders, E. A. (2008). Repeated reading intervention: Outcomes and interactions with readers' skills and classroom instruction. Journal of Educational Psychology, 100, 272-290.
73. Vukovic, R. K., & Siegel, L. S. (2006). The double-deficit hypothesis: A comprehensive analysis of the evidence. Journal of Learning Disabilities, 39, 25-47. doi: 10. 1177/00222194060390010401.
74. Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1-33.
75. Wolf, M. (2001). Dyslexia, fluency and the brain. Cambridge, MA: York Press.
76. Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-239.
77. Woodcock, R. W., McGrew, K., & Mather, N. (2001). Woodcock Johnson tests of achievement (3rd ed.). Itasca, IL: Riverside Publishing.