This study explored the relationships of oral reading speed and error rate on comprehension with second and third grade students with identified reading risk. The study included 920 second and 974 third graders. Results found a significant relationship between error rate, oral reading fluency, and reading comprehension performance, and…

This study investigated the influence of teacher language related to a specific network of strategies for problem solving, self-monitoring, and self-correcting on (a) the development and use of independent strategic activities and (b) metacognitive awareness variables in emergent readers. Descriptive analyses of 120 individual lessons conducted…

This research investigates the relationship among processing behaviors and their link to comprehending expository discourse. Students who orally read a chapter on geographical formations followed by a retelling. Using Pearson's chi-square and logistic regression, it was found that clauses were recalled whether the clause had been read with no…

This study highlights the complex reading processes of two primary grade struggling readers. It provides a more complete picture of the readers' use of all parts of a text, verbal and visual, to construct meaning during reading. The oral reading data show that students used various linguistic strategies to read words, and the eye-tracking data…

This research investigates the relationship among various processing behaviors and their link to comprehension. Thirty-four students from three fourth-grade classrooms orally read the first chapter of a short story. The reading was followed by an unaided recall and probes by the researcher. Each clause as finally read was evaluated for semantics…

LaBerge and Samuels' (1974) theory of automatic information processing in reading offers a model that explains how and where the processing of information occurs and the degree to which processing of information occurs. These processes are dependent upon two criteria: accurate word decoding and automatic word recognition. However, LaBerge and…

Correlations and sequential analyses between performance on Dynamic Indicators of Basic Early Literacy Skills-Oral Reading Fluency (DORF) and reading achievement on the Stanford Achievement Test-Tenth Edition (SAT-10) during 2003-2004 were examined for high- and low-income children. Participants were 215 third graders, 112 above and 103 below…

Reading ability and motivation among adolescents across the country continues to be problematic, as only slightly more than one-third read at a proficient level (Grigg, Donahue, & Dion, 2007; Unrau & Schlackman, 2006). Hidi and Renninger (2006) have proposed a four-phase model of situational interest that suggests how activities involving…

This study examines the process of fluency development of three fourth-grade readers of varying reading abilities. Participants were selected based on the number of words they read correctly per minute (WCPM) on the Qualitative Reading Inventory and their score on the Multidimensional Fluency Scale (MFS). Students participated in an 8-week…

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective…

Records the eye movements of college age readers while they read aloud and then analyzes to see if there is a causal relationship between "careless" eye movements and oral reading omissions and substitutions. Finds that contrary to conventional wisdom, most omitted and substituted words are visually examined, and examined thoroughly,…

Summarizes a study in which third-grade students were asked to read a book passage aloud, then recount as much as they could remember. Results show that overemphasizing accuracy of word pronunciation can actually retard comprehension of material by student. (HTH)

We examined how children with and without oral language (word-finding) difficulties (WFD) perform on oral reading (OR) versus silent reading recognition (SRR) tasks when reading the same words and how lexical factors influenced OR accuracy, error patterns, and nature of miscues. Primary-grade students were administered an experimental reading…

Points out how student understanding of as well as student confusion about reading and word recognition are both functions of teacher behavior. (FL)

Examines the connections between oral reading abilities and spelling behaviors of third- and fifth-grade students. Confirms a strong relationship between spelling skill and oral reading ability, supporting the argument that a common body of conceptual word knowledge underlies both. (RS)