Reading Fluency and Students with Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension?

Autor/in	O'Connor, Rollanda E.
Titel	Reading Fluency and Students with Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension?
Quelle	In: Journal of Learning Disabilities, 51 (2018) 2, S.124-136 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219417691835
Schlagwörter	Reading Fluency; Reading Difficulties; Reading Rate; Reading Comprehension; Grade 2; Grade 4; Elementary School Students; Regression (Statistics); Learning Disabilities; Reading Tests; Oral Reading; Woodcock Reading Mastery Test; Gray Oral Reading Test + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseverstehen; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Regression; Regressionsanalyse; Learning handicap; Lernbehinderung; Lesetest; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen
Abstract	The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337 students with reading difficulties in second and fourth grade (61% eligible for special education; 80% with a diagnosis of LD in the area of reading) and 150 typical readers from the same general education classes. LOESS (LOcal regrESSion) plots (logistic regression) were used to determine where linear relations between reading rate and comprehension broke down for these students: the rate at which getting faster no longer contributed clearly to reading comprehension improvement. Although typical readers in this sample showed patterns of oral reading rate and comprehension similar to students in other studies, patterns for students with reading difficulties differed. For dysfluent readers, improving reading rate improved comprehension only in the bands between 35 and 75 words correct per minute in second grade and between 40 and 90 words correct in fourth grade. Reading at faster rates revealed no clear advantage for reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01