Reviewing Evidence on the Relations between Oral Reading Fluency and Reading Comprehension for Adolescents

Autor/in	Washburn, Jocelyn
Titel	Reviewing Evidence on the Relations between Oral Reading Fluency and Reading Comprehension for Adolescents
Quelle	In: Journal of Learning Disabilities, 55 (2022) 1, S.22-42 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Washburn, Jocelyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194211045122
Schlagwörter	Reading Fluency; Reading Comprehension; Correlation; Adolescents; Middle School Students; High School Students; Scores; Reading Difficulties; Learning Disabilities; Reading Research; Suprasegmentals; Reading Rate; Accuracy; Literacy + Suchen Sie Ihr Suchwort? Leseverstehen; Korrelation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Leseforschung; Reading readiness; Reading speed; Lesegeschwindigkeit; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	In this article, I systematically review evidence on the relations between oral reading fluency (ORF) and reading comprehension (RC) for adolescents with limited reading proficiency (ALRP) in Grades 6 to12. I organized findings from 23 studies into five themes: (a) unclear role of ORF in the simple view of reading model for ALRP, (b) ALRP have distinct reader profiles, (c) ORF consists of more than automaticity, (d) the role of ORF varies, and (e) oral reading automaticity has tenuous predictive value for ALRP. Results suggest that knowledge of an adolescent's ORF, as commonly defined and assessed, provides helpful information about an adolescent's reader profile but is not sufficient to evaluate instructional needs or measure progress. I conclude the article with a discussion on implications for researchers, assessment developers, practitioners, and school administrators. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01